2.3. Mjcet-Naac-Ssr2

Self Study Report of MUFFAKHAM JAH COLLEGE OF ENGINEERING AND TECHNOLOGY
SELF STUDY REPORT

FOR
1st CYCLE OF ACCREDITATION
MUFFAKHAM JAH COLLEGE OF ENGINEERING AND

TECHNOLOGY
MOUNT PLEASANT, 8-2-249 TO 267, ROAD NO. 3, BANJARA HILLS
500034
www.mjcollege.ac.in
Submitted To
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
BANGALORE
November 2019
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1. EXECUTIVE SUMMARY
1.1 INTRODUCTION
MJCET was established in the year 1980 by SUES as a non-profit, un-aided minority institution to cater to the
higher educational needs of the society with three undergraduate (BE) programs. The college is approved by
AICTE and affiliated to Osmania University. Today, the college offers EIGHT Under Graduate (BE) Courses
with a sanctioned intake of 780 and FIVE Post Graduate Courses with an intake of 102 students. The college
has established OU Recognized Research Centers in five departments (Civil, CSE, ECE, EED and MECH)
wherein 69 research scholars are presently pursuing Ph. D. In its 39 years of existence, MJCET has emerged as
one of the premier institutes in the field of professional engineering education. The institute is housed in a
sprawling echo-friendly campus in the heart of Hyderabad city.
Five of the BE programs got accredited by NBA in the year 2002. The ECE, MECHANICAL and
PRODUCTION Programs were accredited for 5 years and CIVIL ENGINEERING, CSE for 3 years. SAR for
the entire eight currently offered UG programs has been submitted to NBA for re-accreditation.
The college has an active Research and Development Cell with a budget outlay of Rs. 15 lakhs to promote
research initiatives among the faculty and students aimed at providing viable solutions to pressing problems
facing the society. The college has been included under 2(f) and 12(b) by the UGC.
Faculty development in the form of qualification improvement, research, innovation and publications is
supported by providing financial as well as administrative support. Grants are provided for professional society
membership, paper publication, research projects and participation in conferences/seminars.
Harnessing the students’ latent potential through promotion of scientific temper, innovative ideas and
entrepreneurial skills i.e. startup culture is a major strength of the college. Over one dozen student professional
chapters, Institute Innovation Cell and MJ Hub - incubation Centre, provide ample opportunities to the students
to undertake technical projects. The college is a participating institute in the Unnat Bharat Abhyan program of
Govt. of India with five adopted villages for bringing transformational change in rural development.
Vision
“To be a part of the universal human quest for development and progress by contributing high caliber, ethical
and socially responsible engineers who meet the global challenge of building a modern society in harmony with
nature”.
MJCET, since its inception, has been focused in imparting quality engineering education and producing
responsible engineering graduates who have contributed to the society in different spheres of work viz.
technical, administrative, social, environmental etc.
The vision of the institution is very much relevant in the present times when value based engineering and
ethics, research, innovation, and entrepreneurship are the hall mark of development and progress. The vision
also finds its reflection in the sustainable development goals enunciated by UNDP in which India is one of the
signatory countries.
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The alumni of college are widely spread throughout the world and have achieved both professional and
academic success after leaving the college with a bachelor’s degree. Graduates of MJCET are occupying top
positions in reputed corporate as well as governmental organization in India and abroad.
The vision of producing high caliber engineers is achieved by consistently maintaining high academic standards
along with state of the art laboratories and computing facilities. The academic results have consistently been
above 90% and a large number of students of the college find a place in the top 10 rankers of the Osmania
Unviversity.
The students have ample opportunities to acquaint themselves with the current trends in their respective fields
through active participation in activities of professional chapters, access to online data bases, out of curriculum
training in the center for innovative computing and center for smart learning etc.
Professional and personal ethics are imbibed in the students throughout their course duration by maintaining
transparency and high academic and administrative ethics in the campus.
Social responsibility is demonstrated through participation in various activities of professional chapters like
EWB India, IEEE etc. and association with various Governmental programs like TASK, PMKVY, Unnat
Bharat Abhiyan etc. The students are involved in various development projects for the society, both in urban
and rural settings.
Mission
To attain excellence in imparting technical education from the undergraduate to through doctoral levels by
adopting coherent and judiciously coordinated curricular and coCurricular programs.
At the time of establishment, MJCET offered three B.E. programs with an intake of 150. Over the period of
nearly four decades, the college has moved from three B.E. programs to 8 B.E. programs with an intake of 780,
five M.E. programs with an intake of 102 and research centers in five departments with 69 research scholars
pursuing Ph. D.
Encouragement and support for coCurricular and extracurricular activities is a major strength of the institution.
The students find excellent opportunities to participate in technical, literary, social and sports events through
the large number of student professional chapters on the campus.
To foster a partnership with industry and Governmental agencies through collaborative research and
consultancy.
The institution has formalized MoUs with industry as well as governmental organizations for collaborative
research, consultancy and training.
To nurture and strengthen auxiliary soft skills for overall development and improved employability in a
multicultural workspace.
Out of curriculum courses are offered to the students in order to make them employable by developing their
technical and soft skills.
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To develop scientific temper and spirit of enquiry in order to harness the innovative talents.
To develop a constructive attitude in the students towards the task of nation building and empower them to
become future leaders.
Many alumni of the college have assumed leadership roles in corporate and administrative divisions.
To nourish the entrepreneurial instincts of the students and hone their business acumen.
The eCell of the institution is an active body which conducts periodical events to create awareness about
entrepreneurship. The eCell has won several national awards in the entrepreneurship week conducted by NEN.
To involve the student and faculty in solving local community problems through economical and sustainable
solutions.
The students are involved in various socially relevant projects which are periodically taken up by EWB India,
IEEE and UnnatBharatAbhiyan. Successful patenting of the ‘Solar powered spinning wheel’ is an example
of meaningful social contribution by the R&D cell of the institution.
1.2 Strength, Weakness, Opportunity and Challenges(SWOC)

Institutional Strength
Centrally located in the heart of Hyderabad city, the capital of Telangana, with eco-friendly Green
Campus spread over an area of 24 acres.
Institution offers eight B.E. (780 intake) and five M.E. courses (102 intake)
Establishment of OU recognized Research Centers in five departments. Allotment of 69 research
scholars by Osmania Unvisersity.
Accreditation of 5 programs by NBA in 2002. SAR for reaccreditation of all B,E, programs has been
filed.
Institution included under sections 2(f) and 12(b) by UGC.
Institution ranked in 150-200 band by NIRF
Institution ranked 52nd by Outlook magazine, 47th by Times daily, 42nd by The Week magazine and
28th by India Today magazine. This is national ranking given by the magazines for 2019.
Participation in all the AICTE and MHRD recommended activities
Wi-Fi enabled campus. Faculty and students can avail free Wi-fi service by registering with the system
adminiistrator of the college.
ICT enabled class rooms and seminar halls
Well-equipped laboratory and computational infrastructure facilities with state of the art equipment
Fully automated Central library with over 62000 volumes and access to online National and
International E-Journals through subscription to three data bases, national journals and e-books.
CCTV monitored campus for security.
Proactive Management support for institute’s academic and co-curricular activities.
Qualified and experienced faculty with about 25% of them possessing Ph. D. degree.
Effective placement training and consistently good student placements in reputed companies.
Facilitation of Faculty and Students activities by the management (Faculty - Study Leave, Sponsoring of
Faculty for Workshops, Seminars. Conferences, FDPs, Orientation and Refresher courses, R&D
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funding, Students - Industry oriented certification and training programs, professional student chapters,
incubation center etc.)
Top ranks of students in the Osmania University merit list.
Financial support for research paper publication to Faculty.
IIT Bombay nodal center for MHRD’s MOOCs program under which may FDP and training programs
are offered for the faculty and students
Recognition as NPTEL nodal center with enrollment by students and faculty.
Good indoor and outdoor Sports Facilities for students and staff.
Establishment of student professional chapters like IEEE, ACM, IEI, ICI, EWB-INDIA, SAE, CSI etc
Institutional Weakness
Affiliated college status due to which freedom to adopt our own curriculum is not available and
introduction of new courses in areas of emerging technologies is not possible. In such a scenario we
have to offer these courses as out of curriculum content which will be optional and cannot be made
mandatory.
Non-availability of adequate Associate professors to meet the norm of 1:2:6. In most of the cases,
faculty is offered professor's post on obtaining Ph. D. degree. Hence it is difficult to retain them in the
Associate Professor cadre.
Inadequate Sponsored / Funded research Projects and TEQIP funding. Efforts are being intensified after
inclusion of the college in sections 2(f) and 12(b) of UGC
Weak industrial consultancy work.
Insufficient MoUs with Industry and research organizations.
Weak placement trends in core industries of Civil, Mechanical and Electrical engineering sectors.
Non-availability of visiting and adjunct faculty from industry.
Institutional Opportunity
Harnessing Alumni base for Institutional growth. The college Alumni are
Take advantage of Institute’s central location to improve interaction with universities, R & D
organizations, corporate and Governmental agencies.
Take advantage of the vast IT hub in the vicinity of the institution for securing internships for the
students, inviting the industry professionals for delivering guest lectures and appointing them as guest
faculty.
Promoting more startup registrations through the newly formed incubation center.
Directing collaborative multi-disciplinary research of R & D cell towards solving challenges faced by
community.
Securing IPR for innovative ideas and products emerging out of R & D projects. A systematic appraoch
can be adopted in order to identify proejcts with high potential for patent application with the assistance
of IPR consultant.
Counseling students to appear for competitive examinations like UPSC, GATE, CAT, GMAT, TOEFL,
GRE etc.
Organizing coaching classes for competitive examinations in collaboration with reputed institutes.
Institutional Challenge
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Retaining the national ranking of the institution in competition with autonomous colleges, deemed
universities and private universities. At the national level, the college was placed in the 150-200 band
by NIRF. All India ranks accorded by national level news magazines for 2019 are: 42nd by The Week,
52nd by The Outlook, 47th by The Time Daily and 28th by India Today.
Retention of qualified faculty. It is observed that on acquiring Ph. D. degree, the faculty is prone to
migrate to other institutions lured by the designation of Professor. At MJCET, the recruitment norms of
AICTE are followed strictly. In this situation, efforts are made to retain the faculty by offering special
allowance and fast track promotions.
Overcoming the shortage of Associate Professors since the faculty has opportunities of being designated
as professors in other institutions on acquiring Ph. D. degree.
Maintaining the quality of the incoming student. As more and more institutions join the league of good
colleges, student quality is likely to be impacted, not only in MJCET but collectively along with other
institutions.
Providing placement to the graduates in core sector industries
Maintaining the placement consistency in IT sector jobs. Economic slowdown of the IT sector is a more
frequent phenomenon than the core sector.
Incorporating add-on out of curriculum course modules to comply industry requirements. This is a
challenge because of lack of free slots in the academic schedule and availability of qualified faculty in
the emerging areas of technology.
Strengthening networking with universities, research organizations and corporates. With the advent of
internship in the curriculum, the competition is likely to intensify further for MoU with industry and
corporates.
Securing research funding from AICTE, DST and similar organizations.
1.3 CRITERIA WISE SUMMARY

Curricular Aspects
By virtue of being affiliated to Osmania University, MJCET follows the curriculum and almanac prescribed by
the University. The Heads of the Departments are members of respective BOS and along with their counterparts
from other affiliated colleges, play a productive role in design and revision of curriculum. In normal course, the
curriculum is revised every four years. There are exceptions when the revision is more frequent as in case of
introduction of CBCS scheme in 2016 and AICTE model curriculum in 2018, both two years ahead of
scheduled revision. MJCET has been successful in getting many of it’s recommendations with respect to
curriculum revision incorporated in the new schemes. Specific courses/topics which are of interest to MJCET
based upon the students’ profile are offered as ‘out of curriculum’ content.
Presently both B.E. and M.E. courses are following CBCS pattern with effect from 2016.
A three tier planning process is followed for achieving micro level planning. The University Almanac is a broad
schedule provided by the Dean, Faculty of Engineering, OU. The institutional level events and activities are
incorporated in the Almanac leading to the Institutional Academic Calendar. The HODs incorporate
Department level activities in order to make it a micro level schedule.
The institution offers value added courses like ‘Mobile Application Development’, ‘Cloud Computing’, and
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Campus Recruitment Training. The NPTEL local chapter facilitates online certification for the faculty and
students enrolled in the courses.
Internship has been introduced as part of the curriculum under the CBCS system. As per the scheme, all the
students are required to undergo a one month internship in the summer break after sixth semester. Internship
has been retained in the AICTE model curriculum also. Even before introduction of internship as part of
curriculum, the college was facilitating interested students to take up internship offers through the Placement
Cell.
The role of stakeholders in shaping of the curriculum is given due weightage by seeking feedback from
students, teachers, alumni and employers. The feedback from students is taken at various stages of their course.
From others stakeholders, feedback is obtained prior to the curriculum revision exercise.
Teaching-learning and Evaluation
The college is offering B.E. courses in eight branches and M.E. courses in five specializations. Being counted
amongst the best colleges in Telangana has given an edge to MJCET in the enrolment of students. Except for a
few exceptions like B.E. in Production Engineering and M.E. in Digital Systems, the enrolment is 100% every
year in all the other courses. The average enrolment percentage over last five years is above 95%.
Being an affiliated college, MJCET has very little freedom in the admission process. The rules and regulations
framed by the State Government are followed for admission of Category A and Category B seats. Students
from other states are not eligible to get admission under category A, except for those from the bifurcated state
of Andhra Pradesh. However, in category B, management can admit students from all over India by following
the guidelines of TSCHE. Hence the percentage of students from other states is not very high.
Being a minority institution, 70% of seats are reserved for Muslim students and within this, except merit, no
other category of reservation is followed.
The faculty student ratio of 1:16 is better than the AICTE norm of 1:20. In view of the liberal ratio, the college
is able to utilize faculty services for undertaking student centric pedagogic initiatives along with mentoring,
remedial courses for weak students, supporting bright students in co-curricular activities, career counselling, R
& D projects etc.
Major strength of the institution lies in qualified and prolific faculty composed of 25% doctorates and 13%
professors with a rich blend of academic and field experience which helps in mentoring the students towards a
bright future. Faculty commitment is reflected in the good academic results achieved year after year.
The institution is committed to academic integrity and has implemented required procedures to maintain
transparency and fairness at all levels. Mechanism for redressal of all types of grievances is well established
and followed.
After adopting the OBE system, COs, POs, PSOs have been defined and their attainment is documented after
every semester followed by recommendations for incremental improvement.
Research, Innovations and Extension
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Research activity is of prime importance in institutions of higher learning. Applied research and consultancy go
hand-in-hand in most of the major technical institutions. MJCET recognized the necessity of building a
sustainable research and innovation ecosystem in order to enrich the academic environment. In this connection
the college has established university recognized research centers in five departments, R&D cell, Institution
Innovation Cell, Incubation Center and Entrepreneurship Cell. The college has made available all the secondary
facilities deemed necessary in order to undertake research and publish the findings or patent the innovations.
14 faculty members are recognized as Ph.D. supervisors by Osmania University and 69 research scholars are
currently enrolled under them. 6 scholars have already been awarded Ph.D. degree.
Every year, over 25 to 30 R & D proposals are received and the R & D Committee shortlists the projects based
upon the presentation made by the applicants in the R&D Committee meeting. In 2019, 15 R&D proposals have
been approved with a total funding of about Rs. 9,00,000/-.
Events of Student professional chapters, Mini Project competitions, Hackathons, national level competitions
like SAE BAJA, RoboCon, E-Week provide ample opportunities for the students to design, fabricate and
demonstrate innovative solutions through working models.
‘MJ Hub’ established in 2018 as incubation center initiated an awareness drive by organizing ‘Ideation
contest’ and ‘critical Design Thinking Workshop’. As of now four startups, namely, MODO ELISION,
Trindec technologies, Infinzi Pvt. Ltd. and Ro-biotics are registered with ‘MJ Hub’.
Awareness about IPR has been created by conducting seminars and workshops with the result that one of the
R&D projects titled ‘Solar Powered Spinning Wheel’ has been granted patent in 2014. Currently applications
have been filed for grant of patents for three other projects.
The faculty and students discharge their social responsibility by undertaking activities in the neighbourhood
aimed at improving the living conditions. The student volunteers of IEEE/WIE take up social service activities
such as donating books to under privileged schools, and providing relief to natural calamity affected victims
whenever needed. The students also host eye testing, blood donation and oral testing camps.
Infrastructure and Learning Resources
The Sultan ul Uloom Education Society has always prioritized provision of adequate infrastructure facilities, in
many instances, over and above the AICTE and Osmania University norms. The evidence can be seen in the
form of 24 acres campus in the heart of metropolitan Hyderabad city.
The academic infrastructure consisting of classrooms, tutorial rooms, drawing halls, laboratories, workshops,
computer centers, seminar halls etc. meet the AICTE norms. The spaciousness of the laboratories creates a
distinctive academic ambience which is appreciated by everyone.
All classrooms, seminar halls, computer labs are equipped with ICT facilities. The laboratories have state of the
art equipment which is regularly upgraded in order to comply with the current market trends. The computing
facilities are also regularly upgraded with latest configurations. About 30% of the budget is utilized for
infrastructure augmentation.
The spaciousness of the campus has provided opportunity to have various outdoor sporting facilities like
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football, basketball, tennis, volleyball, throw ball, cricket net practice etc. Good facilities are also provided for
indoor games including 12 station gym.
The central library is fully automated and has over 62,000 volumes in the lending and reference sections. The
library subscribes to 3 online databases which provide access to over 400 foreign journals. About 100 Indian
journals are also subscribed. The average annual library expenditure for the last five years is Rs. 29.8 lakhs.
With 859 computers available for student usage, the student-computer ratio is well above the prescribed norms
of AICTE. All the faculty members are also provided with independent computers having internet connection.
The campus is Wi-Fi enabled. The Internet bandwidth is being upgraded regularly and current speed is 100
Mbps with 1:1 contention ratio.
The institution also has a dedicated center for E-learning with 75-inch Smart Board for innovative content
delivery. The student resources portal in a unique feature of the college website with learning resources which
can be accessed by the students from anywhere.
The maintenance of computers is under annual maintenance contract. The institution is subscribed to Microsoft
education solution through Campus and School Agreement (CASA) for regular updates.
Student Support and Progression
The college has an average of 3500 students on rolls. The students have various options for availing scholarship
during their course of study. The most prominent among the scholarships is the Fee Reimbursement Scheme of
the Government of Telangana. Apart from this the other options are; BC/SC/ST scholarship of Government of
Telangana, national merit scholarship of Government on India, Prime Minister Special Scholarship Scheme and
lastly 50% fee concession for children of employees.
Nearly half the students are availing the fee reimbursement and other forms of scholarship from the
Government. About 10 to 12 students are found to be benefitting by the 50% freeship offered by the society.
Providing a suitable direction for the student’s career is also a responsibility of the institution. In this
connection career counselling is offered to students of all years by placement coordinators. Students interested
in pursuing higher studies are provided guidance for competitive examinations.
Soft skills and language skills are very important attributes of graduates in ensuring successful campus
placements. The campus recruitment training program offers a 40-hours training to the students in the break
between 3rd and 4th year. Weak students are offered remedial coaching so that they can compete with others in
the placement selection process. Above all, personal counselling through a qualified psychologist & effective
grievances redressal mechanism helps the students in overcoming stress.
Sports provide relief from the academic stress and an opportunity for personality development. Students are
encouraged to take part in physical activities on or off campus. Few of them become accomplished sports
persons and win awards in university level and national level tournaments. In the last five years 44 students
have received awards at various sporting events.
The students also have representation in various academic and administrative bodies due to which they are able
to convey their perspective on various issues discussed in the meetings. Examples are: executive bodies of
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professional chapters, departmental advisory board, IQAC, library committee, anti-ragging committee,
placement committee, and grievance redressal cells.
The alumni association meets regularly and strategizes students welfare through sponsorship of activities like
CRT, Alumni Meet, graduation day, etc.
Governance, Leadership and Management
Visionary and effective leadership is a prerequisite for the development and progress of an organization. The
vision of MJCET is focused on turning out competent engineers who work within the contemporary social and
ethical framework with due regard to sustainability.
Effective leadership is provided in the institution through an explicitly defined hierarchy consisting of BoG,
GC, Principal, HoD’s, etc. There are a host of other committees charged with specific responsibilities like
development of library, infrastructure, R&D, placements, etc. The minutes of the meetings are documented and
the status of implementation of various resolutions is disseminated through action taken reports.
Strategic development plan is prepared every three years and its implementation is reviewed periodically and
the thrust areas are suitably tweaked in order to achieve success. Starting of PG courses, establishment of
research centers, development of research ecosystem, faculty development, patents are successes achieved
through strategic development plan.
Administrative transparency is ensured by placing organizational structure, rules, regulations and procedures
pertaining to recruitment, service, promotions and grievance in public domain. Adoption of e-governance in
certain areas of governance has strengthened the administration of the institution.
Staff welfare is ensured through tangible and intangible benefits extended in the form of allowances and special
leaves, medical insurance, EPF, ESIC, sponsorship for attending conferences and publishing papers etc. During
the last five years about 23% of the faculty have availed financial support for attending conferences and
towards membership fees of professional bodies. About 28% of the faculty members have been sponsored for
attending FDP’s.
A comprehensively designed appraisal system for the faculty and university recommended CR form for non-
teaching staff is used for annual appraisal. Under performing faculty is provided opportunities for attending
pedagogy development workshops.
Financial audits are conducted every year and the balance sheet is available in public domain. The major source
of income is tuition fees along with some contribution from other sources.
NAAC mandated IQAC has been established in August, 2019. Prior to that the PAC and AAC performed
IQAC’s functions. These committees have devised and implemented all the necessary formats for
implementation of OBE.
Institutional Values and Best Practices
Gender sensitivity is an issue which has to be addressed by every organization by taking into account specific
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requirements of women faculty and students. Unlike in the past, more and more women are opting for
engineering courses due to which their strength in the campus is around 30%-35%. In view of this, facilities for
safety, security and counselling have been provided. The campus is extensively covered by electronic
surveillance system and patrolled by security guards.
Concern for energy conservation is demonstrated by installing solar street lamps and replacing existing tube
lights with LED lamps. Being in metropolitan city, waste management is achieved through the urban local
body. Recyclables and scrap are however auctioned from time-to-time.
Environmental savviness is demonstrated by the extensive greenery on the campus, rain water harvesting pits,
tree plantation derives, etc.
The campus is differently abled friendly with ramps for all access areas, lifts for vertical mobility and toilet
facilities as per standard norms.
Being located in the upmarket area, in the heart of a metropolitan urban agglomerate has its advantages and
disadvantages. Amongst the advantages are heightened opportunities for student placements, internships, guest
lectures, etc due to proximity with IT corridor. Being located on a major arterial road there is an opportunity to
earn revenue by leasing land for installation of unipole hoardings. The main disadvantage of the location is
traffic congestion and distractions due to nearby commercial centers.
Engagement with local community is undertaken through the various professional chapter active on the
campus. Some notable contributions are installation of solar fans in traffic police booths, upgradation of
infrastructure of a Government school and robotic workshops for students of Government schools.
Remembrance of prominent national personalities on the occasion of their birth dates and celebration of
national festivals instil a sense of pride about the national achievements. Along with centralized Independence
and Republic day celebrations the college also organizes various activities on the occasion of teacher’s day,
engineer’s day, national science day, etc.
The college considers establishment of sustainable research ecosystem, incentivization of faculty professional
advancement and bench mark testing amongst the best practices
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2. PROFILE
2.1 BASIC INFORMATION
Name and Address of the College
Name MUFFAKHAM JAH COLLEGE OF

ENGINEERING AND TECHNOLOGY
Address Mount Pleasant, 8-2-249 to 267, Road No. 3,

Banjara Hills
City Hyderabad
State Telangana
Pin 500034
Website www.mjcollege.ac.in
Contacts for Communication
Designation Name Telephone with Mobile Fax Email

STD Code
Principal(in- N 040-23280301 9849455423 040-2335342 principal@mjcolle

charge) Seetharamaia 8 ge.ac.in
h
Professor Ashfaque 040-23280307 9246292205 040-2328030 ashfaquejafari@mj

Jafari 5 college.ac.in
Status of the Institution
Institution Status Self Financing
Type of Institution
By Gender Co-education
By Shift Regular
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Recognized Minority institution
If it is a recognized minroity institution Yes

MinorityCertificate.pdf
If Yes, Specify minority status
Religious Muslim Minority
Linguistic
Any Other
Establishment Details
Date of establishment of the college 01-12-1980
University to which the college is affiliated/ or which governs the college (if it is a constituent
college)
State University name Document
Telangana Osmania University View Document
Details of UGC recognition
Under Section Date View Document
2f of UGC 08-05-2019 View Document
12B of UGC 08-05-2019 View Document
Details of recognition/approval by stationary/regulatory bodies like

AICTE,NCTE,MCI,DCI,PCI,RCI etc(other than UGC)
Statutory Recognition/App Day,Month and Validity in Remarks

Regulatory roval details Inst year(dd-mm- months
Authority itution/Departme yyyy)
nt programme
AICTE View Document 29-04-2019 12
Details of autonomy
Does the affiliating university Act provide for No

conferment of autonomy (as recognized by the
UGC), on its affiliated colleges?
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Recognitions
Is the College recognized by UGC as a College No

with Potential for Excellence(CPE)?
Is the College recognized for its performance by No

any other governmental agency?
Location and Area of Campus
Campus Type Address Location* Campus Area Built up Area in

in Acres sq.mts.
Main campus Mount Pleasant, 8-2-249 to Urban 22 27520

area 267, Road No. 3, Banjara
Hills
2.2 ACADEMIC INFORMATION
Details of Programmes Offered by the College (Give Data for Current Academic year)
Programme Name of Pr Duration in Entry Medium of Sanctioned No.of

Level ogramme/C Months Qualificatio Instruction Strength Students
ourse n Admitted
UG BE,Civil 48 Intermediate English 120 120

Engineering
UG BE,Compute 48 Intermediate English 120 120

r Science
And
Engineering
UG BE,Electrical 48 Intermediate English 60 59

Engineering
UG BE,Electrical 48 Intermediate English 60 60

Engineering
UG BE,Electroni 48 Intermediate English 120 120

cs And Com
munication
Engineering
UG BE,Informati 48 Intermediate English 120 120

on
Technology
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UG BE,Mechani 48 Intermediate English 120 120

cal
Engineering
UG BE,Mechani 48 Intermediate English 60 46

cal
Engineering
PG ME,Civil 24 BE or BTech English 18 18

Engineering
PG Mtech,Comp 24 BE or BTech English 24 23

uter Science
And
Engineering
PG ME,Electrica 24 BE or BTech English 18 17

l
Engineering
PG ME,Electron 24 BE or BTech English 24 13

ics And Com
munication
Engineering
PG ME,Mechani 24 BE or BTech English 18 15

cal
Engineering
Position Details of Faculty & Staff in the College
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Teaching Faculty
Professor Associate Professor Assistant Professor

Male Female Others Total Male Female Others Total Male Female Others Total
Sanctioned by the 0 0 0
UGC /University
State
Government
Recruited 0 0 0 0 0 0 0 0 0 0 0 0
Yet to Recruit 0 0 0
Sanctioned by the 27 31 133
Management/Soci
ety or Other
Authorized
Bodies
Recruited 20 7 0 27 19 12 0 31 85 48 0 133
Yet to Recruit 0 0 0
Non-Teaching Staff
Male Female Others Total

Sanctioned by the 0
UGC /University State
Government
Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 48
Management/Society
or Other Authorized
Bodies
Recruited 45 3 0 48
Yet to Recruit 0
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Technical Staff
Male Female Others Total

Sanctioned by the 0
UGC /University State
Government
Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 114
Management/Society
or Other Authorized
Bodies
Recruited 108 6 0 114

Yet to Recruit 0
Qualification Details of the Teaching Staff
Permanent Teachers
Highest Professor Associate Professor Assistant Professor

Qualificatio
n
Male Female Others Male Female Others Male Female Others Total
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 18 7 0 9 5 0 7 4 0 50
M.Phil. 0 0 0 0 0 0 2 2 0 4
PG 2 0 0 10 7 0 76 42 0 137
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Temporary Teachers

Qualificatio
n
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 0 0 0 0 0 0 0 0 0 0
M.Phil. 0 0 0 0 0 0 0 0 0 0
PG 0 0 0 0 0 0 0 0 0 0
Part Time Teachers

Qualificatio
n
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 1 0 0 0 0 0 1 0 0 2
M.Phil. 0 0 0 0 0 0 0 0 0 0
PG 0 0 0 0 0 0 3 2 0 5
Details of Visting/Guest Faculties
Number of Visiting/Guest Faculty Male Female Others Total

engaged with the college?
0 0 0 0
Provide the Following Details of Students Enrolled in the College During the Current Academic Year
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Programme From the State From Other NRI Students Foreign Total
Where College States of India Students
is Located
UG Male 642 0 0 0 642

Female 123 0 0 0 123
Others 0 0 0 0 0
PG Male 50 0 0 0 50
Female 36 0 0 0 36
Others 0 0 0 0 0
Provide the Following Details of Students admitted to the College During the last four Academic
Years
Programme Year 1 Year 2 Year 3 Year 4
SC Male 2 0 0 0
Female 0 0 0 0
Others 0 0 0 0
ST Male 0 0 0 0
Female 0 0 0 0
Others 0 0 0 0
OBC Male 28 0 0 0
Female 22 0 0 0
Others 0 0 0 0
General Male 65 35 45 49
Female 27 14 22 36
Others 0 0 0 0
Others Male 608 634 644 633
Female 125 162 171 153
Others 0 0 0 0
Total 877 845 882 871
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3. Extended Profile
3.1 Program
Number of courses offered by the institution across all programs during the last five years
Response: 784 File Description Document
Institutional Data in Prescribed Format View Document
Number of programs offered year-wise for last five years
2018-19 2017-18 2016-17 2015-16 2014-15
13 13 13 13 13
3.2 Students
Number of students year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3391 3515 3567 3487 3349
File Description Document
Number of seats earmarked for reserved category as per GOI/State Govt rule year-wise during the last
five years
2018-19 2017-18 2016-17 2015-16 2014-15
774 774 774 774 774
Institutional data in prescribed format View Document
Number of outgoing / final year students year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
888 880 903 873 908
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3.3 Teachers
Number of full time teachers year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
214 222 233 231 231
Number of sanctioned posts year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
214 233 233 233 231
3.4 Institution
Total number of classrooms and seminar halls
Response: 62
Total Expenditure excluding salary year-wise during the last five years ( INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
683.43 785.37 301.89 907.15 745.22
Number of computers
Response: 859
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4. Quality Indicator Framework(QIF)

Criterion 1 - Curricular Aspects
1.1 Curricular Planning and Implementation

1.1.1 The institution ensures effective curriculum delivery through a well planned and documented
process
Response:
As an affiliated institution, the curriculum is formulated and provided by the Osmania University through a
process of detailed deliberations and discussions in Board of Studies and Faculty meetings. However, the
affiliated institutions have the flexibility of teaching content beyond the syllabus in order meet the current
demands.
Effective Curriculum Delivery is a function of following parameters:
1.Planning
2.Teaching-Learning Process
3.Assessment Systems
4.Self-Learning Initiatives
Planning:
The three tier planning process is adopted; University Almanac, Institutional Academic Calendar and
Departmental Academic Calendar. The University Almanac is a broad statement of academic planning
common to all the affiliated colleges. The Institutional Academic Calendar is prepared by the Head of the
Institution and reflects the institutional event time lines in addition to the University events. Finally, the
Departmental Academic Calendar also reflects the activities and events planned by the Department.
Teaching-Learning Process:
Effective curriculum delivery starts by disseminating the course objectives through coursehandout and
lecture schedule. The day-to-day teaching learning process is driven by tutorials, guest lectures, video
classes, seminars, workshops, group assignments and projects as-and-when needed apart from the regular
lectures. The curriculum delivery is enhanced by the utilization of LCD equipped classrooms and
laboratories. Students can also have access to the course related material uploaded by the concerned faculty
on the website.
The laboratory experiments provide an opportunity to the students to strengthen theoretical concepts by
implementing them practically on latest state-of-the-art equipment. Seminars and viva voce enable the
student to articulate the subject understanding and knowledge orally. Students take up keystone projects at
the end of the course involving applications of various specializations along with laboratory and field
work.
Assessment Systems:
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Outcome Based Education (OBE) has been implemented from the year 2015. Assessment of attainment of
COs and POs and award of marks/ grades is done through a combination of
direct and indirect assessment tools. A weightage of 40% is accorded to Continuous Internal Evaluation
and 60% to Semester End Examination for determining the CO attainment.
The assessment of laboratory sessions is done on a continuous basis through well designed assessment
rubric, which lays emphasis on different aspects of Bloom’s Taxonomy
A CO-PO mapping matrix is defined and the PO attainment is calculated by combining the CO outcome
(direct assessment) with the indirect assessment outcomes.
Self-Learning Initiatives:
Our institute is a recognized local chapter of NPTEL. Students and faculty are encouraged and incentivized
to get certified in relevant NPTEL courses. “Student Activity Centers”, R & D projects, Innovation and
Incubation Cell etc. inculcate self-learning in the students. Apart from R&D projects, students are also
encouraged to design and develop prototype models which later can be taken up as start-ups. It also fosters
various student chapters such as E-Cell, SAE, EWB, Robotics club, IEEE, CSI, ACM, ICI, Microsoft
Student Society, IE(I), etc. The institution also provides avenues for students to demonstrate their co-
curricular activities through various annual technical events like Adsophos, Innovatia Panoply, Envisage,
etc.
Link for Additional Information View Document
1.1.2 Number of certificate/diploma program introduced during the last five years
Response: 3
1.1.2.1 Number of certificate/diploma programs introduced year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
0 0 1 2 0
Details of the certificate/Diploma programs View Document
Any additional information View Document
1.1.3 Percentage of participation of full time teachers in various bodies of the Universities/
Autonomous Colleges/ Other Colleges, such as BoS and Academic Council during the last five years
Response: 15.03
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1.1.3.1 Number of teachers participating in various bodies of the Institution, such as BoS and Academic
Council year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
11 7 7 4 5
Details of participation of teachers in various bodies View Document
1.2 Academic Flexibility

1.2.1 Percentage of new Courses introduced out of the total number of courses across all Programs
offered during last five years
Response: 8.42
1.2.1.1 How many new courses are introduced within the last five years
Response: 66
Minutes of relevant Academic Council/BOS View Document

meetings.
Details of the new courses introduced View Document
1.2.2 Percentage of programs in which Choice Based Credit System (CBCS)/Elective course system
has been implemented
Response: 100
1.2.2.1 Number of programmes in which CBCS/ Elective course system implemented.
Response: 13
Name of the programs in which CBCS is View Document

implemented
Minutes of relevant Academic Council/BOS View Document

meetings.
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1.2.3 Average percentage of students enrolled in subject related Certificate/ Diploma programs/Add-
on programs as against the total number of students during the last five years
Response: 0.61
1.2.3.1 Number of students enrolled in subject related Certificate or Diploma or Add-on programs year-
wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
0 0 19 87 0
Details of the students enrolled in Subjects related View Document

to certificate/Diploma/Add-on programs
1.3 Curriculum Enrichment

1.3.1 Institution integrates cross- cutting issues relevant to Gender, Environment and Sustainability,
Human Values and Professional Ethics into the Curriculum
Response:
The curriculum is designed by the university to include the stated cross cutting issues by including the
course indicated here under:
Environment & Sustainability:
A total of nine courses are being offered pertaining to environment and sustainability. While the course of
environmental science / environmental studies/Green Building Technology/Non Conventional Energy
Sources is offered to all programs of engineering, other specialized courses are offered to Civil,
Mechanical and EEE programs: Environment Sciences, Disaster Management, Non Conventional energy
sources, Energy Conservation and Management, Waste Heat Recovery and Co Generation, Green Building
Technologies, Environmental Engineering, Advanced Environmental Engineering and Environmental
Studies.
Fulfilling Social Responsibilities:
Students of MJCET are time and again reminded of their responsibilities to give back to the society. The
students hold blood donation camps, organize guest lectures on the importance of donating blood,
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importance of hygiene, Swachh Bharat just to name a few.
The AICTE model curriculum has introduced a course called Introduction to Social Work & Society for
CSE students. The course will enlighten them regarding the various issues in the society that must be
addressed with a humanistic approach which would eventually make them more sensitive and selfless. The
relevant course are National Service Scheme, Road Safety Engineering, Society Outreach Program.
Human Values and Professional Ethics:
For the overall development of students and to inculcate professional, ethical and human values and to
reinforce the importance of human values these courses are incorporated into the curriculum: Yoga
Practice, Sports, Intellectual Property Rights and Society Outreach Program.
Gender Sensitization:
Sensitizing today’s youth about the gender discrimination practices around us would allow them to be
more sensitive, empathetic and responsive towards them. Education is the tool to build perceptions. The
engineering students of B.E. III/IV study the mandatory course called “Gender Sensitization”. The course
not only makes the students aware of the atrocities against women in the society but also helps them
understand gender not in terms of ‘male’/ ‘female’ but in the light of gender spectrum. Without being
sensitive to the ‘other’ one cannot fight the stereotypes or the prejudices. The institution believes in
creating a space where each individual is treated equally and with respect. The institute holds seminars on
gender issues and also encourages students to make presentations or write on such issues so that they
become sensitive and rethink the existing stereotypical notions.
1.3.2 Number of value added courses imparting transferable and life skills offered during the last
five years
Response: 9
1.3.2.1 Number of value-added courses imparting transferable and life skills offered during the last five
years
Response: 9
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Details of the value-added courses imparting View Document

transferable and life skills
Brochure or any other document relating to value View Document

added courses.
1.3.3 Percentage of students undertaking field projects / internships
Response: 17.99
1.3.3.1 Number of students undertaking field projects or internships
Response: 610
List of students enrolled View Document
1.4 Feedback System

1.4.1 Structured feedback received from 1) Students, 2)Teachers, 3)Employers, 4)Alumni and
5)Parents for design and review of syllabus-Semester wise/ year-wise
A.Any 4 of the above
B.Any 3 of the above
C. Any 2 of the above
D. Any 1 of the above
Response: A.Any 4 of the above
URL for stakeholder feedback report View Document
1.4.2 Feedback processes of the institution may be classified as follows:

A. Feedback collected, analysed and action taken and feedback available on website
B. Feedback collected, analysed and action has been taken
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C. Feedback collected and analysed
D. Feedback collected
Response: B. Feedback collected, analysed and action has been taken
URL for feedback report View Document
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Criterion 2 - Teaching-learning and Evaluation
2.1 Student Enrollment and Profile

2.1.1 Average percentage of students from other States and Countries during the last five years
Response: 7.86
2.1.1.1 Number of students from other states and countries year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
295 308 252 249 255
List of students (other states and countries) View Document
2.1.2 Average Enrollment percentage (Average of last five years)
Response: 67.37
2.1.2.1 Number of students admitted year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
599 591 602 593 586
2.1.2.2 Number of sanctioned seats year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
882 882 882 882 882
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2.1.3 Average percentage of seats filled against seats reserved for various categories as per
applicable reservation policy during the last five years
Response: 96.46
2.1.3.1 Number of actual students admitted from the reserved categories year-wise during the last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
762 756 748 740 727
2.2 Catering to Student Diversity

2.2.1 The institution assesses the learning levels of the students, after admission and organises special
programs for advanced learners and slow learners
Response:
MJCET is implementing the two week induction program for the first year students as proposed by AICTE
from 2018 onwards. In the earlier years also, induction programs were organized for the first year students
in the first week of their admission into the college. A short one hour assessment test is conducted on the
mathematical and analytical abilities of the students which has objective and short type questions. The
result of this test helps the college in identifying slow learners with respective to analytical skills. The
initial informal interaction and subjective assessment through Benchmark Tests coupled with continuous
multimodal evaluation (Internal Exams, Tutorials, Quiz) helps the teachers to identify and differentiate the
slow learners and advanced learners in the classroom.
Special programs for advanced learners:
1.Students who perform well are identified on the basis involvement in class room, aptitude test taken
during the induction program, bench mark tests, internal assessment tests, university exam etc.
2.Advanced learners are encouraged to be members of various student chapters like Association for
Computing Machinery (ACM), Computer Society of India (CSI), Microsoft Student Society
(MSS), Indian Concrete Institute (ICI), Robotics Club, E-Cell, Edification Cell, Engineers Without
Borders (EWB), Institute of Electrical and Electronics Engineers (IEEE), Orator’s Club, Society
for Automotive Engineers (SAE), etc. Some among the mebmers also become office bearers.
3.Advanced learners are encouraged to participate in the IoT workshop organized by IEEE student
branch of MJCET at regular intervals.
4.Students are encouraged to inculcate research orientation by involving them in Research and
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development projects of the institution.

5.Students are motivated to participate in seminars and conferences and publish papers.
6.Various departments of MJCET conduct workshops as and when required to enhance the technical
and presentation skills of the students.
7.Advanced learners are encouraged to take up the online courses and the internship programs to
enhance their academic and entrepreneur skills.
8.Students with good academic performance are motivated and encouraged to get university ranks.
Special programs for slow learners:
1.There is a provision for student mentoring to monitor the academic performance of the students and
interact frequently with the students and their parents to understand and assist students with issues
that affect their ability to learn or impede their academic success. Each mentor is assigned with a
group of ten students to provide one to one counseling for overall improvement.
2.MJCET English department in collaboration with Orator’s club of the college arranges the
preliminary spoken English and communication classes for the benefit of students of vernacular
medium as well as for those whose proficiency in English is low.
3.The different departments of MJCET conduct remedial classes and provide course notes for
students who are slow learners. Through these classes, the basic skills of the students are improved
both in Maths and English.
4.A personality development workshop is conducted for the students who have good technical skills
but are unable to express their knowledge.
Thus it is ascertained that both advanced and slow learners are mentored suitably to cope up with
engineering studies.
2.2.2 Student - Full time teacher ratio
Response: 15.85
2.2.3 Percentage of differently abled students (Divyangjan) on rolls
Response: 0
2.2.3.1 Number of differently abled students on rolls
2.3 Teaching- Learning Process

2.3.1 Student centric methods, such as experiential learning, participative learning and problem
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solving methodologies are used for enhancing learning experiences
Response:
Among various pedagogic methods, student centric methodologies are central to outcome based education
system. While some of the courses in the curriculum are based upon student centric methods like
experiential and participative learning, a wider exposure is given through several co-curricular activities
which enhance their understanding of the concepts. After adopting OBE in 2014, the faculty has integrated
several student centric teaching – learning processes into their regular course delivery in order to improve
the attainment of course outcomes, program outcomes and programme specific outcomes. Brief
descriptions of the various student centric methods in vogue at MJ College are presented below:
1.Internships: Presently, students are required to undergo 4 weeks of internship as a part of the
curriculum. Earlier to this also, the practice of sending students to industry for internships was
rigorously encouraged. The students acquire first-hand experience of working on a real time
problem during their internship. They get an opportunity to experience the applicability of the
theoretical concepts in solving field problems.
2.Field Trips/ Industrial visits: In order to strengthen engineering concepts it is essential to expose the
students to prototype structures. With this in view, the curriculum of core engineering courses had
industrial visit as a in-built mechanism under which students were taken to prominent industries
and projects in order to acquaint them with their processes. Even though revised curriculum has
done away with industrial visits as a course, the institution is still scheduling field visits in order to
enrich the student learning experience.
3.Live Projects: Students are encouraged to take up real time or field projects in association with
industry/ R and D organizations for their final year project course as well as mini projects. This
helps them enhance their analytical and problem solving skills and makes them industry ready.
4.Service learning projects: Students are encouraged to take up local community projects by
identifying the need and requirement of the institutions like schools, slums, NGO’s etc. Under this
students have successfully executed in Erramanzil government school, Rasoolpura slum area,
Kasturba Memorial Trust etc.
5.SAE BAJA, Robocon and similar design & fabrication competitions provide an excellent
opportunity of experiential learning during their academic life. The teams have ample opportunity
to not only hone their technical skills (theoretical and practical), but also learn team work and
leadership skills.
6.R & D projects: Students are provided seed funds/ project funding for undertaking innovative R &
D projects involving application of emerging technologies to solve engineering and social
problems. The funds are provided to the students yearly, based upon their shortlisting through the
constituted R & D committee. The students have one year time to implement their projects. Patent
applications are filed for selective innovative projects.
7.Hands on experience: Wherever warranted, the theory courses are augmented with laboratory
exercises in order to provide hands on experience in both programming and non-programming
laboratories. Technical workshops with hands on sessions in collaboration with industry leaders are
offered to the students.
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2.3.2 Percentage of teachers using ICT for effective teaching with Learning Management Systems
(LMS), E-learning resources etc.
Response: 58.41
2.3.2.1 Number of teachers using ICT
Response: 125
List of teachers (using ICT for teaching) View Document
Provide link for webpage describing the " LMS/ View Document
Academic management system"
2.3.3 Ratio of students to mentor for academic and stress related issues
Response: 65.21
2.3.3.1 Number of mentors
Response: 52
2.3.4 Innovation and creativity in teaching-learning
Response:
Innovation and creativity are fundamental to all academic activities. With the advancement in technology,
especially in the field of Information Technology, the college has also progressed from traditional
approach to more creative and innovative ways of disseminating knowledge to the students. To help
nurture creativity in learning processes, our staff uses several innovative methods. As part of the crossover
learning process, the students of MJCET are required to take Industrial visits, which supports the
development of their skills and collaborate with the industry. Students collectively conduct the field study
and share their finding back in the class through seminars and participate in group discussions.
From the perspective of incidental learning, students are required to take up mini projects to develop the
new ideas, or methods to implement something new. Since creativity is an active process necessarily
involved in innovation, the same concepts learned in the mini projects are taken up further as a complete
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project in the final year.
In the traditional classroom, the learning concept is typically confined to a limited time. The teaching staff
of this college uses innovative methods of disseminating knowledge to the students through context based
learning which involves assignment submission, taking part in quizzes, online discussion on the subject
topics through the use of online platforms. Through this innovative learning method, the students have the
flexibility of interacting with the teacher beyond the confinement of classroom time.
Teaching and Learning process involves challenges, refinement and improvement of the subject. The staff
of the college uses innovative teaching approach to make students understand new concepts and broaden
their perspective, and comprehend the subject domain without being constraint to classroom teaching.
Most of the traditional presentation material may not be the effective teaching method for all students,
since different students have different intellectual ability to grasp the subject, some students may be quick
on the other hand some students may be slow learners. To overcome the above learning problem, the staff
of MJCET creates video lectures in difficult topics which are uploaded on student’s resources. For better
understanding of the subject topics, animations are also incorporated in the video lectures. Apart from
traditional classroom lectures, the use of video lectures creates a virtual learning environment and enables
students to learn according to their own pace.
When the prospective student joins the institution, apart from regular course work in the first year, every
student is required to attend the video classes where students are exposed to videos regarding technology
evolutions, inspirational stories, etc.
The faculty also encourages the students to explore variety of online databases provided in the digital
library and subscribed by MJCET to be in touch with the current trends and involve themselves in
Research and Development Activities.
To be fair in assessing the attainment of course outcomes, the college has formulated the concept of
computation of Blooms Index, which is a measure of difficulty of the assessment question such as Internal
Assessment, Assignments, Quizzes, Tutorial and Case Studies.
2.4 Teacher Profile and Quality

2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years
Response: 98.88
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Year wise full time teachers and sanctioned posts View Document
for 5 years
List of the faculty members authenticated by the View Document

Head of HEI
2.4.2 Average percentage of full time teachers with Ph.D. during the last five years
Response: 25.87
2.4.2.1 Number of full time teachers with Ph.D. year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
62 58 62 58 52
List of number of full time teachers with PhD and View Document
number of full time teachers for 5 years
2.4.3 Teaching experience per full time teacher in number of years
Response: 11.42
2.4.3.1 Total experience of full-time teachers
Response: 2444
2.4.4 Percentage of full time teachers who received awards, recognition, fellowships at State,
National, International level from Government, recognised bodies during the last five years
Response: 1.77
2.4.4.1 Number of full time teachers receiving awards from state /national /international level from
Government recognised bodies year-wise during the last five years
Page 35/130 27-12-2019 02:58:14

2018-19 2017-18 2016-17 2015-16 2014-15
0 2 0 1 1
e-copies of award letters (scanned or soft copy) View Document
2.4.5 Average percentage of full time teachers from other States against sanctioned posts during the
last five years
Response: 12.85
2.4.5.1 Number of full time teachers from other states year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
28 29 30 30 30
List of full time teachers from other state and state View Document
from which qualifying degree was obtained
2.5 Evaluation Process and Reforms

2.5.1 Reforms in Continuous Internal Evaluation(CIE) system at the institutional level
Response:
The reforms in the CIE system as implemented by the institution are discussed below under the heads of
Theory Courses, Laboratory Courses, Seminars, and Projects.
Theory Courses:
Affiliating university guidelines are strictly followed with respect to Continuous Internal Evaluation (CIE)
system at institution level. Two internal tests are conducted per semester as per university almanac. The
schedules of internal assessments are communicated to students and faculty in the beginning of the
semester through institute academic calendar which is prepared based on the university academic calendar.
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One week before commencement of internal examinations, time table is displayed keeping in view the
common subjects across all departments, so that a common question paper is set for mandatory and audit
courses. Question paper is set according to Bloom’s Taxonomy norms with question CO mapping in
accordance to OBC norms.
There are 4 to 6 Course Outcomes (COs) for each subject. The first CIE question paper is prepared in such
a way that 2 to 3 COs are attained, Second CIE another 2 to 3 COs are attained. The COs are not only
attained by CIE but also by assignments and tutorials. We have introduced a concept of bench mark test for
First year students to familiarize them with CIE and identify the strengths and weakness of students. Two
long answer questions and two short answer questions are tested in Bench Mark Test.
University follows Choice based credit system (CBCS) and AICTE Model Curriculum. The marks allotted
for CIE are 30 and for University semester end examination are 70. Out of 30 marks allotted for CIE 20 are
for test and 10 marks are allotted for assignments/tutorials/quizzes. Average marks of two CIE
examinations are considered for final submission to university.
The valuation process has to be completed as per the dates mentioned in the academic calendar. The marks
are awarded based on the key prepared and scheme of evaluation. Finally the marks awarded are entered in
assessment matrix and submitted to HOD and displayed on the respective departmental notice boards.
Students are allowed to go through the valued answer scripts of internal assessment tests and doubts
regarding evaluation are cleared. Internal Test performance is intimated to the parents and slow performers
are identified and counseled accordingly.
Laboratory courses:
Internal assessment for laboratory courses is done under two different rubrics: Programming laboratory and
Non-Programming Laboratory.
In the programming laboratory the experiments conducted by the students are evaluated according to write-
up, process development, and coding, compiling, debugging and process validation.
In the Non-Programming the experiments conducted by the students are evaluated according to
observations, calculations, results, graphs and discussion of results.
Seminars:
The seminars are conducted for final year students and evaluated according to the seminar assessment
rubric which consists of written report, presentation slides and communication skills.
Projects:
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The projects of final year students are assessed based upon the project assessment rubric which consists of
following parameters: two scheduled reviews, methodology, analysis, design, planning, results,
observations and project write-up.
2.5.2 Mechanism of internal assessment is transparent and robust in terms of frequency and variety
Response:
The internal assessment process is communicated to the students by the respective faculty in the first week
of the semester as well as during orientation program for the first year students. Further, changes in
schedules, patterns, methods if any, are immediately notified to the students through notice boards and also
through classroom briefing by the concerned subject teachers. The college notifies evaluation process and
related documentation to the students through university syllabus booklets as well as through college
website which includes distribution of marks.
The assessment of internal marks is done through quality evaluation process by informing students about
the class test schedule at the beginning of each academic year through academic calendar as well as
through detailed time table of the internal test will be displayed at the college web site and the department
notice board.
The question paper of the internal assessment are set based on the course outcomes which are approved by
module coordinator/program coordinator. Syllabus for the internal assessment will be communicated to the
students well in advanced.
The question paper of the class test also includes weightages of each question with their course outcomes
as per the bloom’s index.
Valuation of internal assessment help progressively during the semester and is design to check and report
the periodic performance of the student.
The answer script of the class test are evaluated and distributed within one week of the internal exams for
verification of marks. It is a practice of the college to show internal examination answer books after
evaluation to the students in the class for self-evaluation. Students are free to interact with the teacher to
resolve grievances if any, regarding the assessment. The marks are also displayed on the department notice
board.
The internal examinations are also conducted for practical courses.
Every academic year consists of two semesters. Each semester is to be of 16 weeks. The first Continuous
Internal Examination (CIE I) also known as Class Test I is conducted after 8 weeks of class work whereas
the class test II is conducted near the end of the semester. Within the above mentioned 8 weeks of class
work, the concerned syllabus is taught to the students. They are then tested on the same material. An
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average of both these examinations is calculated to attain the final internal marks of the student. These
marks are also vitalized to decide the course of nature for teaching slow students and rectify their
performance before the external examination. All question papers are set based on the OBE format. They
are mapped with their respective course outcomes that are stated in the beginning of the course. The
assignments given to the students involve unaddressed program outcomes. This helps the students attain
knowledge beyond the syllabus as these topics are not covered by the exams conducted by the university
but are still relevant. These assignments are given within a set timeframe. The students are to complete
them within the time given to adhere to the university’s timeline.
2.5.3 Mechanism to deal with examination related grievances is transparent, time-bound and
efficient
Response:
A college level committee is formed comprising of Director, Deans, Principal, Heads of Departments and
Associate Heads of Departments to review the conduct of examinations, Evaluation /Assessment of CIE
(theory and laboratory exams) and analysis of results.
At department level also a committee is constituted comprising of senior faculty members for smooth
conduct of CIE and assessment of theory and laboratory exams.
The answer scripts of all Internal Assessments are shown to the students after evaluation. If they come
across any doubts, clarification is given which enables them to fare better in future. The student seminars
and project seminars are conducted in presence of all the students of class and hence providing complete
transparency in internal assessment.
The scheme of evaluation of end semester exams and CIE are informed to students. The marks allotted to
different units are informed to the students. The choice available is also informed.
The university follows a standard protocol for maintaining the confidentiality to ensure fair and unbiased
evaluation of the semester end answer scripts. The answer scripts are jumbled and coded for valuation, and
decoded later for processing of final results. Evaluation is made under strict confidentiality, at the
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University Spot Valuation Centre. Students of Affiliated Colleges are allotted Examination Centre other
than the college where they studied to minimize malpractices.
Similarly at college level also strict confidentiality is ensured to conduct fair and unbiased evaluation of
CIE answer scripts. After valuation work is completed the marks of test, assignment and tutorial are
entered in assessment matrix. Each subject teacher submits the assessment matrix to HOD for
consolidating the marks, which is displayed after first and Second CIE, if any grievances is there it can be
resolved immediately.
Any grievances related to university question paper like out of syllabus, repeated questions, improper split
of marks, marks missed, wrong question number during semester exams are addressed to the Head of
Department, after making an analysis by the subject faculties with Department Head, a written note is sent
to Controller of examinations of affiliating University.
If student has any grievances related to evaluation of university answer scripts there is provision for
Revaluation and obtaining photo copies of answer scripts demand. The student can consult subject faculty
and HOD to challenge the valuation.
2.5.4 The institution adheres to the academic calendar for the conduct of CIE
Response:
The institute has a well-defined basic operating procedure to develop the academic teaching plans and it
follows a precise academic calendar during the academic year. Every academic year consists of two
semesters. Each semester is to be of 16 weeks. In the beginning of the academic session, the students are
apprised of academic calendar and notifies them to adhere to it in a time bound manner. The academic
calendar is uploaded on college website and displayed on notice boards and at strategic locations. The
academic calendar shows the start and end dates of each semester stating various activities to be conducted,
the internal evaluation schedule and the tentative schedule of external evaluation. Every teacher follows a
strict agenda that is discussed and approved by the head of their respective department. This also allows the
teachers and the students to space out their teaching and learning and regular assessment of the same. Each
Course and that respective Teacher of it has his /her own pattern of Internal Examination like Practical,
Group discussions, Seminar, Quiz, Projects etc. As per their teaching plans, each teacher takes a liberty to
schedule their own internal subject’s concurrent evaluation. Academic activities are always given priority
and all other activities are performed without disturbing the class work. The institute prepares the
Academic calendar by understanding the PO’s and CO’s so that the activities are planned accordingly.
Academic Calendar lays down a very strong foundation of the academic delivery. It further propagates the
Institute’s vision and mission. Preparation of the Academic Calendar begins well before the
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commencement of the academic year. The Academic calendar is designed in line with the affiliating
Osmania University’s Academic calendar and takes into consideration the holidays and vacation. Regular
staff meetings are conducted to ensure adherence to the schedule given in the academic calendar. In case of
any unusual or unscheduled holiday or repeated non-working of a particular day of a week in the semester,
compensatory classes are kept on Saturdays, which are also mentioned in the Academic calendar. The
unscheduled holidays are compensated on Second Saturdays.
The institute has built in mechanisms to ensure syllabus completion and conduct of CIE within the time
frame. Remedial sessions are conducted on weekdays and on Sundays also. The Academic committee
ensures the strict implementation of the Academic Calendar by monitoring activities. Implementing gaps
are reviewed periodically. The status of checkpoints and gap identified in monitoring are conveyed to the
Director for the necessary implementation.
Only head of the institution can incorporate minor changes in academic calendar which he may deem fit
considering the unforeseen circumstances. Due to strict adherence with the academic plan, the institute
seldom faces difficulties in completing the curriculum within the planned time frame of the calendar.
2.6 Student Performance and Learning Outcomes

2.6.1 Program outcomes, program specific outcomes and course outcomes for all programs offered
by the Institution are stated and displayed on website and communicated to teachers and students
Response:
The institute adopted Outcome Based Education (OBE) system from December 2013 for the undergraduate
courses in Engineering and Technology. OBE is student-centric pedagogical approach and follows
teaching and learning methodology that is outcome oriented. OBE also happens to be an essential
requirement of National Board of Accreditation. Under this method, every course has predefined course
outcomes (Cos) and the evaluation system is geared towards assessing the attainment of the COs.
The key indicators employed in the implementation of the Outcome Based Education system consist of
Course Outcomes, Program Outcomes, and Program Specific Outcomes.
1.Course Outcomes (COs) are statements that describe what a student must be able to do at the
conclusion of a course. They reflect the significant and essential components of new abilities/skills
gained by the student due to the course. The CO statements should be such that the learning can be
reliably demonstrated through appropriate assessment tools. Four-to-Six COs are formulated for
each course.
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2.Program Specific Outcomes (PSOs) are discipline-specific outcomes stating what students should
be able to attain by the time of their graduation. These are specific to an institute and reflect the
program’s vision and goals.
3.Program Outcomes (POs) comprise of broader statements that describe what students are expected
to be able to do by the time of their graduation. Conceptually, attainment of each program outcome
is subject to attainment of a specific set of COs and PSOs.
The COs and PSOs are drafted through active participation of the teaching staff and Program Assessment
Committee members. Final approval of COs for each course and PSOs for the program is granted by the
Department Advisory Board. Bloom's Taxonomy is used to classify the assessment questions based upon
the level of complexity like Remembering, Understanding, Applying, etc.
These CO’s are modified and reframed in accordance with the changes in curriculum. Every faculty
member is well-versed with OBE parameters and works for the attainment of targeted outcomes.
The POs are defined by NBA and the same are adopted by all the programs across the institution.
Description of Mechanism used for dissemination
For effective awareness and extensive communication, different dissemination strategies are adopted to
convey standards to learners with the aim that they will understand and factor it into their decision-making.
A few of these include:
They are prominently displayed on department notice boards and laboratories

Also communicated through events including induction program, graduation program, orientation
day program, workshops, seminars and alumni meets.
During placement training
In the departmental news-letter
Included in the internal question paper
Inside the course handout distributed to students at the beginning of the semester
A part of the laboratory manuals
Included in the annual placement brochure, which is provided to all prospective employers
Mission and vision are displayed at https://alumni.mjcollege.ac.in/page/Vision-and-Mission.dz
The institute’s brochure that contains the vision and mission statements of the institute and the
department
Also displayed on the official college webpage: http://mjcollege.ac.in/cse/index.php
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COs for all courses (exemplars from Glossary) View Document
2.6.2 Attainment of program outcomes, program specific outcomes and course outcomes are
evaluated by the institution
Response:
Course Outcomes, Program Outcomes, and Program Specific Outcomes constitute the backbone of the
‘Outcome Based Education’ system. While COs are defined for every course, the PSOs are defined for
each Program. The POs are specified by the National Board of Accreditation and the same are adopted by
all the institutions.
The process for measurement of attainment of the COs, PSOs and POs is formulated at the institution level
through a set of assessment tools comprising of direct and indirect methods.
CO Attainment
The attainment of CO is determined based on the outcome of at least two direct assessment tools.
Recommendations for preparation of assessment plan are as follows:
1.Every CO should be assessed by at least two tools, apart from CIE.

2.Assignment is a mandatory tool for assessment of every theory course.
3.The second assessment tool could be tutorial, quiz, minute paper etc
Some of the direct assessment tools adopted in the measurement of the attainment level of COs are:
Direct Tools: CIE I and II, Assignment, Tutorial, Quiz, class room problem solving, minute paper,
Seminar reports and presentation, Laboratory reports, Project reports, Viva-voce University Examination
etc.
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An assessment matrix is designed which consists of an assessment plan and data entry sheet displaying the
question wise score for every student. The scores are entered throughout the semester by the teacher, as
and when an assessment is completed so that the matrix is continuously updated. The assessment matrix is
uploaded on the faculty web page of the institution which enables the student to monitor his marks as the
semester progresses.
For the University Examinations, CO wise assessment is not possible as the question paper setting and
evaluation is done by the University due to which question wise marks of the student are not available.
Hence the overall marks scored by the student are considered for the assessment of the CO.
At the end of the semester, the internal marks and the status of CO attainment is obtained from the
assessment matrix.
Maximum University Marks 75
CO attainment threshold (40% of 75) 30
Maximum Internal Assessment marks 25
CO attainment threshold (60% of 25) 15
Maximum University Marks + Maximum Internal Assessment marks 100
CO attainment threshold of University marks + Internal Assessment marks 45
Appropriate thresholds are also set for non theory courses in a similar manner.
PO and PSO Attainment
The assessment tools for the Programme Outcomes (POs) are categorized into two types:
1.Direct Assessment Tools: CO attainment levels
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2.Indirect Assessment Tools: Course end survey, Exit Survey, Alumni Survey and Employer Survey
The institution has designed separate PO assessment frameworks for theory courses, laboratory courses,
seminar and project. For the evaluation of the POs and PSOs a weightage of 80% is given to the average
CO attainment score and the indirect assessment tools of course end survey, exit survey, alumni survey and
employer survey are each given 5% weightage.
PO or PSO score = 0.8 * Average Direct score + 0.2* average indirect score
2.6.3 Average pass percentage of Students
Response: 89.09
2.6.3.1 Total number of final year students who passed the examination conducted by Institution.
Response: 784
2.6.3.2 Total number of final year students who appeared for the examination conducted by the institution
Response: 880
2.7 Student Satisfaction Survey

2.7.1 Online student satisfaction survey regarding teaching learning process
Response: 3.18
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Criterion 3 - Research, Innovations and Extension
3.1 Resource Mobilization for Research

3.1.1 Grants for research projects sponsored by government/non government sources such as
industry ,corporate houses, international bodies, endowment, chairs in the institution during the last
five years (INR in Lakhs)
Response: 8.9
3.1.1.1 Total Grants for research projects sponsored by the non-government sources such as industry,
corporate houses, international bodies, endowments, Chairs in the institution year-wise during the last five
years(INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
3.5 0 0 0 5.4
List of project and grant details View Document
e-copies of the grant award letters for research View Document

projects sponsored by non-government
3.1.2 Percentage of teachers recognised as research guides at present
Response: 6.54
3.1.2.1 Number of teachers recognised as research guides
Response: 14
3.1.3 Number of research projects per teacher funded, by government and non-government agencies,
during the last five year
Response: 0.04
3.1.3.1 Number of research projects funded by government and non-government agencies during the last
five years
Response: 2
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3.1.3.2 Number of full time teachers worked in the institution during the last 5 years
Response: 226
Supporting document from Funding Agency View Document
Funding agency website URL View Document
3.2 Innovation Ecosystem

3.2.1 Institution has created an ecosystem for innovations including incubation centre and other
initiatives for creation and transfer of knowledge
Response:
MJCET has taken several initiatives for the creation of necessary ecosystem to promote innovation and
creativity among the students and faculty. The following set-ups have been established in order to nurture
and encourage creativity and innovativeness:
1.R & D Cell

2.Institutional Innovation Council
3.Student Professional Chapters / Clubs
Research and Development cell
The R & D cell was established in the year 2008 with the aim of promoting research activities among the
students and faculty. In the beginning, the R & D provided ‘seed-fund’ for research proposals in order to
assist the investigators to undertake preliminary work for the purpose of formulating detailed research
proposals for submission to funding agencies.
Objectives of the R & D Cell:
1.To motivate faculty and students to undertake Research and Development activities
2.To encourage interdisciplinary R & D projects
3.To serve as a medium for three way interaction between the Institute, R & D Organizations and
Industry.
4.To assist the faculty, Ph. D. scholars and students to apply for funding under various schemes.
5.To encourage publication of technical papers in National / International refereed Journals and
Conferences based on the research carried by the faculty and students
6.To register under Intellectual Property Rights like Patents & copyright the outcome of R & D work
carried out by the faculty and students of the Institution
7.To facilitate signing of MOU with industries and R & D Organizations for research and product
development
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In tune with the stated objectives, the R&D Cell has been guiding and facilitating the faculty, under-
graduate students, graduate students and researcher scholars with financial grants and state of the art
facilities including laboratory and computational facilities, library resources and access to major databases.
Every year, over 25 to 30 R & D proposals are received and the R & D Committee shortlists the projects
based upon the presentation made by the applicants in the R & D Committee meeting. An encouraging
aspect of this R & D activity is the increasing number of multi-disciplinary project proposals from the
undergraduate students.
Incubation Cell:
MJCET has established ‘MJ Hub’ in November 2018 aimed at shaping the innovation ecosystem in the
campus and to encourage ‘startup’ culture. An ‘Ideation contest’ and ‘critical Design Thinking
Workshop’ were organized to create awareness about the newly established center. Four startups, namely,
MODO ELISION, Trindec technologies, Infinzi Pvt. Ltd. and Ro-biotics were recently registered by the
students.
Student Professional Chapters / Clubs:
MJCET actively promotes student profession chapters and clubs under which events like Hackathons, Mini
project Competitions and technical events like ADSOPHOS are organised every year which require
students to design and fabricate innovative solutions.
Outcome
Patent tilted ‘Solar Powered Spinning Wheel’ has been granted in 2014. Patent titled ‘Automotive vehicle
wheel with three dimensional printed alloys’ was applied in the year 2016 and Patent titled ‘Mileage
measurement and fuel forecast system with fuel tracking provision and a method thereof’ was applied in
the year 2018
3.2.2 Number of workshops/seminars conducted on Intellectual Property Rights (IPR) and Industry-
Academia Innovative practices during the last five years
Response: 1
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3.2.2.1 Number of workshops/seminars conducted on Intellectual Property Rights (IPR) and Industry-
Academia Innovative practices year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
1 0 0 0 0
Report of the event View Document
List of workshops/seminars during the last 5 years View Document
3.3 Research Publications and Awards

3.3.1 The institution has a stated Code of Ethics to check malpractices and plagiarism in Research
Response: Yes
3.3.2 The institution provides incentives to teachers who receive state, national and international
recognition/awards
Response: Yes
e- copies of the letters of awards View Document
3.3.3 Number of Ph.D.s awarded per teacher during the last five years
Response: 0.43
3.3.3.1 How many Ph.Ds awarded within last five years
Response: 6
3.3.3.2 Number of teachers recognized as guides during the last five years
Response: 14
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URL to the research page on HEI web site View Document
List of PhD scholars and their details like name of View Document
the guide , title of thesis, year of award etc
3.3.4 Number of research papers per teacher in the Journals notified on UGC website during the last
five years
Response: 0.25
3.3.4.1 Number of research papers in the Journals notified on UGC website during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
31 11 11 3 1
List of research papers by title, author, department, View Document

name and year of publication
3.3.5 Number of books and chapters in edited volumes/books published and papers in
national/international conference proceedings per teacher during the last five years
Response: 0.29
3.3.5.1 Total number of books and chapters in edited volumes / books published, and papers in
national/international conference-proceedings year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
14 16 19 9 8
List books and chapters in edited volumes / books View Document

published
3.4 Extension Activities
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3.4.1 Extension activities in the neighbourhood community in terms of impact and sensitising
students to social issues and holistic development during the last five years
Response:
The institute’s vision envisages developing ethical and socially responsible engineers who contribute to
society and work in harmony with nature. Conforming to the vision, the institute encourages various bodies
and clubs like IEEE student chapters, Robotics club, EWB(I), IE(I), and E-Cell to undertake activities in
the neighbourhood aimed at improving their living.
EWB(I) Student chapter takes up projects like clean-and-green campus, deliver community service by
conducting awareness drives to educate people on literacy, etc. In one instance, students stressed the need
for a foot over-bridge near the college main gate and initiated its establishment. The student volunteers of
IEEE/WIE take up social service activities such as donating to under privileged schools, and providing
relief to natural calamity affected victims whenever needed. The students also host eye testing, blood
donation and oral testing camps.
IEEE Student Chapters: There are a number of student chapters which encourage the students to learn
and contribute to the society through awareness programs, projects etc. For instance IEEE external
academia conducted technical program on Internet of Things and Virtual Reality for spreading knowledge
and inculcating technical skills among school students. In view of the frequent occurrence of tragic
electrical accidents, IEEE/PES conducted an awareness program on various electrical hazards for students
of different schools.
EWB (Engineers without Borders): works with a mission to accelerate sustainable rural development,
assist in protecting the country's natural resource base and promote responsible use of technology.
Donations to Nachiketa Tapovan Orphanage, Need based surveys conducted at ZPHS, Govt High Schools,
Brugula village and research based solutions are provided. The foot operated economical tap was
fabricated to conserve 40% water. Fuel Briquitte and Chulla from waste was designed and fabricated for
rural cooking. Solar Fans with capacitors were assembled and fixed on the Traffic Police Booths at various
junctions.
IE(I) Institute of Engineers–India: Is a multidisciplinary body with students from civil, electrical and
instrumentation engineering. Awareness program are conducted for school and pre university students
against the social evils like “Awareness Programme on Viral Spread of Drugs and Online Gaming”.
Robotics Centre: the Robotics Centre, Under ANVESHANA, provides opportunities to share knowledge
and hone their skills at various state and national competitions. It has been instrumental in setting up
Robotics Clubs at various other colleges. This is another step towards developing a constructive attitude in
the students towards the task of nation-building and empowering them to become future leaders.
Unnat Bharat Abhiyan: under the aegis of UBA the institution has identified 5 villages. A student team
identifies problems persisting in the villages and proposes solutions pertaining to the fields including but
not limited to sanitation & cleanliness, education, skill development, agriculture, physical infrastructure,
social and institutional infrastructure. The team promotes alternative and eco-friendly methods of farming
like organic farming, alternative energy sources like biogas in the villages.
Adsophos- Annual technical festival: Students are invited from nearby schools and colleges to attend the
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festival where projects are displayed in Ghulam Ahmed Hall.
3.4.2 Number of awards and recognition received for extension activities from Government
/recognised bodies during the last five years
Response: 2
3.4.2.1 Total number of awards and recognition received for extension activities from Government
/recognised bodies year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
0 0 1 0 1
Number of awards for extension activities in last 5 View Document

years
e-copy of the award letters View Document
3.4.3 Number of extension and outreach Programs conducted in collaboration with Industry,
Community and Non- Government Organizations through NSS/ NCC/ Red Cross/ YRC etc., during
the last five years
Response: 38
3.4.3.1 Number of extension and outreach Programs conducted in collaboration with Industry, Community
and Non- Government Organizations through NSS/ NCC/ Red Cross/ YRC etc., year-wise during the last
five years
2018-19 2017-18 2016-17 2015-16 2014-15
10 13 2 4 9
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Reports of the event organized View Document
Number of extension and outreach programs View Document

conducted with industry,community etc for the last
five years
3.4.4 Average percentage of students participating in extension activities with Government

Organisations, Non-Government Organisations and programs such as Swachh Bharat, Aids
Awareness, Gender Issue, etc. during the last five years
Response: 36.54
3.4.4.1 Total number of students participating in extension activities with Government Organisations, Non-
Government Organisations and programs such as Swachh Bharat, Aids Awareness, Gender Issue, etc. year-
2018-19 2017-18 2016-17 2015-16 2014-15
2300 612 225 2370 777
Average percentage of students participating in View Document

extension activities with Govt or NGO etc
3.5 Collaboration
3.5.1 Number of linkages for faculty exchange, student exchange, internship, field trip, on-the-job
training, research, etc during the last five years
Response: 265
3.5.1.1 Number of linkages for faculty exchange, student exchange, internship, field trip, on-the-job
training, research, etc year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
203 3 48 4 7
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Number of Collaborative activities for research, View Document

faculty etc
3.5.2 Number of functional MoUs with institutions of National/ International importance, Other
Institutions, Industries, Corporate houses etc., during the last five years (only functional MoUs with
ongoing activities to be considered)
Response: 14
3.5.2.1 Number of functional MoUs with institutions of national, international importance, other
universities, industries, corporate houses etc. year-wise during the last five years (only functional MoUs
with ongoing activities to be considered)
2018-19 2017-18 2016-17 2015-16 2014-15
4 3 3 3 1
e-copies of the MoUs with institution/ industry/ View Document

corporate house
Details of functional MoUs with institutions of View Document

national, international importance,other universities
etc during the last five years
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Criterion 4 - Infrastructure and Learning Resources
4.1 Physical Facilities

4.1.1 The institution has adequate facilities for teaching- learning. viz., classrooms, laboratories,
computing equipment, etc.
Response:
MuffakhamJah College of Engineering and Technology has adequate facilities meeting all the specified
requirements of approval authority norms. The MJCET campus presents a picturesque view, where the
dream of engineering complementing environment is realized. Spread over 24 acres, every inch of it
celebrates the diversity of engineering fields and convergence of engineering visions. It is home to five
instructional and administrative buildings, which provide the entire range of infrastructure required for
effective deliverance of engineering education.
Classrooms:
The institute has 46 classrooms, 12 tutorial rooms and 2 drawing halls available for its students which
meets the requirements of the statutory body. All the classrooms and tutorial rooms are well furnished,
spacious, well illuminated and well ventilated. All are equipped with adequate furniture, writing boards,
fans, lights, power backup facility, and LAN/Wi-Fi connectivity. Each classroom has an LCD projector
and screen which are frequently utilized by the students and faculty members for their Lecture
presentations.
Laboratory and Workshop Facilities:
Adequate laboratory and workshop facilities exist for carrying out all the experiments as per the
curriculum. All the equipments in laboratories are well maintained to conduct experiments. Advanced
equipment for R&D work is also procured as and when required. Sufficient safety measures have been
incorporated and are displayed at strategic locations in the laboratories.
The minimum requirement of laboratories and workshop as per statutory body is 57 and 3 respectively
while the institute has 80 laboratories and 3 workshops which are over and above the minimum
requirements.
Seminar Hall & Auditorium:
The college has one seminar hall which meets the AICTE norms. Over and above this the college also has
one auditorium and one conference hall to conduct seminars, conferences, guest lectures, workshops, etc.
for students and faculty members. All seminar halls are equipped with LCD projectors, whiteboards, and
public address systems with internet facility. The Auditorium built on 10,000 sq. ft. has a capacity of 1200
seats and is used for organizing events like graduation days, technical festivals, etc.
Computing Facilities:
Against the requirement of 571 computer as per AICTE norms (UG 520 + PG 51), the college has 859
computers exclusively for the use of students. Each department has its own computing laboratories fully
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equipped with the latest computer systems, printers, scanners and relevant license software and internet
connectivity. The college has also established specialized facilities like Center for Innovative Computing,
Center for Smart Learning, Graphics Lab, Digital Library etc. All the Faculties are provided with desktops
having internet connectivity for their personal studies and work.
Library Facilities:
The Central Library with 17448 titles and 62761 volumes and subscription to 3 databases offers an
excellent environment for academic pursuits. Printed journals and magazines are kept in the reference
section for reading with the photocopying facility. Computer and internet facility is available in the library
which is utilized by students and staff for browsing e-journals and online databases. Each department has
its own departmental library with limited number of books for faculty members to utilize this facility for
research projects.
4.1.2 The institution has adequate facilities for sports, games (indoor, outdoor),gymnasium, yoga
centre etc., and cultural activities
Response:
The institution utilizes lot of its resources to provide an environment to its students where they are
encouraged to indulge in sports and extra-curricular activities. It believes in the all-round development of
its students, mostly involving in extracurricular and sports activities. For such activities, there are adequate
facilities provided in the college campus. The Department of Physical Education is putting its best efforts
in imbibing knowledge and imparting sporting skills to students and staff in various sports and games. The
institution has a Physical Director for coaching the students and staff members to practice and participate
in various state and National level competitions bringing laurels for the institution. The following out-door
and indoor-games facilities are provided on campus for physical education.
The college campus has Indoor games facilities like: Table tennis, shuttle, badminton, caroms, chess, and
gymnasium facility which includes mini gym of 12 stations, multi gym of 4 stations, exercising cycle of
three different sizes, two bench presses, parallel bar and complete weight lifting and training sets. Indoor
game Arena is built up on an area of 600 sq. mts.This area coversgames like carom, chess, badminton,
gymnasium hall and parallel bar. A separate room of built up area of around 80 sq.mts. is provided for
playing and practicing table tennis.
The outdoor games facilities on the campus includes: Football ground of 3016 sq. mts. area, two volley
ball courts of 648sq. mts., basketball court with sophisticated flood lights on 464 sq. mts., two cricket nets
of 564 sq. mts., lawn tennis court of 195.62 sq. mts. and throw ball court of 222 sq. mts.To encourage the
students, the facilities are made available even beyond college hours. Our students have participated in
various games and sports organized by NITs, BITS-Pilani, JNTU, Osmania University, and other colleges.
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The students have excelled and won prizes in various intra-college, inter college and university
competitions. The Sports club of the college has successfully induced the sporting culture among the
students and staff, which is evident through the laurels achieved by them.
Our students also participate in the various technical and educational events organized by the college.
During Adsophos – The Annual Technical Festival of the college, students plan and organize the technical
and cultural events in which students from various colleges take part to hone their knowledge and skills.
Our students also display their innovative projects in the Tech – Expo of the same event organized in
Ghulam Ahmed Auditorium. Students also participate in annual events of the institution like Orientation
day, Annual day, Engineers day, Science day, commencement day, graduation day, etc.and prizes are
awarded to the students with excellence in sports, academics and co-curricular activities.
The college has established policies and procedures to create and continuously enhance the infrastructural
facilities. Some of the recent initiatives taken in line with this are establishment of student activity centres,
conference hall, meeting rooms, etc.
4.1.3 Percentage of classrooms and seminar halls with ICT - enabled facilities such as smart class,
LMS, etc
Response: 100
4.1.3.1 Number of classrooms and seminar halls with ICT facilities
Response: 62
Number of classrooms and seminar halls with ICT View Document

enabled facilities
any additional information View Document
Link for additional information which is optional View Document
4.1.4 Average percentage of budget allocation, excluding salary for infrastructure augmentation
during the last five years.
Response: 27.77
4.1.4.1 Budget allocation for infrastructure augmentation, excluding salary year-wise during the last five
years (INR in Lakhs)
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2018-19 2017-18 2016-17 2015-16 2014-15
191 170 175 111 142
Details of budget allocation, excluding salary during View Document

the last five years
Audited utilization statements View Document
4.2 Library as a Learning Resource

4.2.1 Library is automated using Integrated Library Management System (ILMS)
Response:
SMNA CENTRAL LIBRARY

The college central library is situated on second floor of Block - 5 and has a plinth area of 1,070 Sq. m.
(11,520 Sq. f.). There is an extended technical section of the library on third floor. The central library
consists of the following sections: Circulation section, Textbooks section, Reference books Section,
Reading section, Journals & Periodicals section, News Papers, OPAC, Digital Library, Technical section,
and Photo copying section.
LIBRARY TIMINGS
All working days 8.55 A.M. TO 7.00 P.M.
Weekends 9.30 A.M. TO 1.00 P.M.
LIBRARY INTIGRATED SOFTWARE

Name of Library software INFLIBNET SOUL SOFTWARE
Nature of automation (fully or partially) Fully automated
Version SOUL 2.0
Year of Automation 2001
The library uses the Software for Online University Library (SOUL 2.0) developed by INFLIBNET under
the initiative of Ministry of HRD Govt. of India. The following are the major features and functionalities of
the soul 2.0 software:
1. Acquisition
2. Cataloguing
3. Circulation
4. Serial control
5. OPAC
6. Administration
7. Bar-coding
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CIRCULATION SECTION
The circulation section of the central library is automated with soul 2.0 software and bar-coding facility for
circulation of books.
TEXTBOOK SECTION / OPEN ACCESS BOOKS STACK

The plinth area of textbooks/stack section is of nearly 400 Sq. M. this section is having 60,000+ books,
these books are arranged in accordance of Dewey Decimal Classification System which is very simple and
world recognized. This section is open access to users; users themselves have to go through the racks for
their needs. Staff will assist them any time for the help.
4.2.2 Collection of rare books, manuscripts, special reports or any other knowledge resources for
library enrichment
Response:
Rare books or special collection in a library represents books of enduring value both for intellectual content
and historical significance. The primary focus of the SMAN central library Rare Books Section is to make
available books authored by prominent scientists, investigators and engineers in various fields of
engineering and technology as well as basic sciences, manuscripts and special reports. In the dedicated
reading space the library holds 471 titles and over 1000 volumes.
The B. E. and M. E/M. Tech. project reports / Thesis submitted by the graduating students are also
available in the library in hard copy as well as CD format.
Design and Data Handbooks published by McGraw Hill, CRC press, Industrial Press, Shroff Publication,
Wiley India, Cambride University etc. in areas of Civil Engineering, Mechanical Engineering, Electrical
and Electronic Engineering and Computer science serve to meet the requirements of regular students,
faculty and research scholars looking for first hand authentic deistn data and procedures. Similary, the rare
books colleciton al
so includes encyclopredias published by prominent Indian and Foreign publishers dealing with general
engineering topics as well as specialized areas including product encyclopedias.
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4.2.3 Does the institution have the following:
1.e-journals
2.e-ShodhSindhu
3.Shodhganga Membership
4.e-books
5.Databases
A. Any 4 of the above
B. Any 3 of the above
Response: B. Any 3 of the above
Details of subscriptions like e-journals,e- View Document

ShodhSindhu,Shodhganga Membership etc
4.2.4 Average annual expenditure for purchase of books and journals during the last five years
(INR in Lakhs)
Response: 12.74
4.2.4.1 Annual expenditure for purchase of books and journals year-wise during the last five years (INR
in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
10.2 10.7 15.5 13.3 14.0
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Details of annual expenditure for purchase of books View Document

and journals during the last five years
Audited statements of accounts View Document
4.2.5 Availability of remote access to e-resources of the library
Response: No
4.2.6 Percentage per day usage of library by teachers and students
Response: 9.49
4.2.6.1 Average number of teachers and students using library per day over last one year
Response: 342
4.3 IT Infrastructure
4.3.1 Institution frequently updates its IT facilities including Wi-Fi
Response:
Latest IT resources are provided to the Faculty as well as Students to enable curriculum delivery and
knowledge enhancement. In this regard, every member of the teaching staff is provided with individual
computer system with Internet connection.
Currently, the MJCET campus is completely Wi-Fi enabled, which has been enabled in stages. All
Laboratories, Staff Rooms,Class Rooms and Library are Wi-Fi enabled thereby making it possible to
access the internet resources from anywhere in the campus.
The Internet bandwidth is being upgraded regularly. Starting from 1.5 Mbps,the present bandwidth consists
of Optical Fiber Internet leased line of 100 Mbps bandwidth and Non-Leased Internet connection with 1
Gbps bandwidth.
The college website is updated on a daily basis by a dedicated website administrator. The Student
Resources portal is a unique feature of the college website in which Faculty uploads learning resources
which can be accessed by the students from anywhere.
To cater to the newly introduced Graphics Lab subject a computer center was established with 63
computers with latest Intel Core i3 processor, three motorized screens, overhead LCD projectors and
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printers.
‘Center for Innovative Computing’ (CIC) Labwas established in 2015 for conducting seminars and hands-
on sessions of Workshops. It isalso used for conducting IIT – MHRD funded workshops. Facilities at CIC
include 60 All-in-one Computers (Intel i5 core, 8GB RAM, 1 TB Hard Disk), Overhead Epson Projector
with Motorized Screen, Bosch Audio System.
The institution has a policy for periodical upgradation of the computer systems. Under this policy, 85
computer systems were replaced in 2019 with i3 8th Generation, 8GB RAM, 1TB HDD, 20-inch LED
Monitors. Similarly 150 PIV computers were replaced with Core i3 7th generation computers in 2018.
LCD projectors are replaced periodically. In 2019, two 75-Inch Smart Boards were procured for utilizing
innovative content delivery in class room/laboratory.
The computer laboratory LAN hardware such as switches, routers and cables are periodically replaced with
the latest versions. Older switches have been replaced with intelligent Layer-2 and Layer-3 switches and
routers. Old CAT-5 LAN cables are replaced with latest CAT-6 cables.
The operating system of all the computer systems on the MJCET campus is governed by Microsoft
Campus Licensing Agreement. According to this agreement, all the computer systems on MJCET campus
are automatically upgraded to the latest operating system released by Microsoft. Currently, Windows 10 is
deployed. Various Software Tools like Rational Rose UML Modeling tool, CAD/ CAM Software, Cadence
Software are periodically updated with the latest version whenever it becomes available.
A mentoring portal has been developed for setting long terms goals of the students and monitoring their
progress. This portal is periodically updated by incorporating enhanced features from time to time.
TheAssessment Matrix developed in Microsoft Excel for assessment of Course outcomes is regularly
improved to reflect the changing needs of Faculty and Students. Currently, version 12 of Assessment
Matrix is under use.
4.3.2 Student - Computer ratio
Response: 3.95
4.3.3 Available bandwidth of internet connection in the Institution (Lease line)

>=50 MBPS
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35-50 MBPS
20-35 MBPS
5-20 MBPS
Response: >=50 MBPS
4.3.4 Facilities for e-content development such as Media Centre, Recording facility, Lecture
Capturing System (LCS)
Response: No
Facilities for e-content development such as Media View Document

Centre, Recording facility,LCS
4.4 Maintenance of Campus Infrastructure

4.4.1 Average Expenditure incurred on maintenance of physical facilities and academic support
facilities excluding salary component, as a percentage during the last five years
Response: 45.72
4.4.1.1 Expenditure incurred on maintenance of physical facilities and academic support facilities
excluding salary component year-wise during the last five years (INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
260 290 290 275 203
Details about assigned budget and expenditure on View Document

physical facilities and academic facilities
Audited statements of accounts. View Document
4.4.2 There are established systems and procedures for maintaining and utilizing physical, academic
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and support facilities - laboratory, library, sports complex, computers, classrooms etc.
Response:
The College has well established procedure of maintaining and utilizing academic and support facilities.
Physical Facilities:
Classrooms, Tutorial rooms and Seminar halls: Before commencement of each semester, Head of the
department and class incharges inspect the class rooms and tutorial rooms to checkout the adequacy of
furniture, working of projectors, tube lights, fans, etc. and make sure all the facilities are available in good
condition for the students. The college is having in-house maintenance team and Annual Maintenance
Contract with agencies to carry out repairs and maintenance work.
A separate class room is allotted exclusively for every class, whereas tutorial rooms and seminar halls are
shared by two or more departments as per the requirements. Time-table incharges of the departments
prepare times tables in consultation with each other and display them on the notice board. All the
classrooms are provided with LCD projectors and students and faculty members can utilize them for their
presentations.
Laboratory and Workshop Facilities:Adequate laboratory facilities exist for carrying out all the
experiments as per curriculum.Advanced equipment for R & D work is also procured as and when
required. Each Laboratory is managed and maintained by a faculty incharge, laboratory assistant /
Programmer / Technician / computer operator etc. Annual proposals for purchase of new equipments,
repair and maintenance of available equipments are prepared by the concerned lab incharges and submitted
to Head of the Department. The Head of the institution after receiving the proposals from all the Head of
the departments calls the Purchase Order Committee meeting for their approval and purchases / repairs and
maintenance.After purchase and installation, the details of new purchases are recorded in the stock
registers of respective Labs. Testing & calibration of equipment and devices are also performed on regular
basis to ensure the working and accuracy of available equipments in the laboratories. Equipment rendered
obsolete on account of change in syllabus, process or technology is phased out either by replacing it with
new equipment or transferring it to other institutes who can utilize these equipments productively. The
assets thus transferred or disposed off are written off from the respective stock registers. Stock verification
process is carried out every three years in the department to physically verify the availability of all
equipment.
While many of the laboratories are exclusively used by the department, some of the laboratories and
workshops are shared with two or more departments for their service courses. Meeting of time-table
incharges of the all departments is held before the commencement of each semester so as to finalize the
schedule of service courses for both theory and labs and the Time Tables of each department are prepared
accordingly for best utilization of resources.
Computers:Each department has its own computing laboratories fully equipped with latest computer
systems, printers, scanners, relevant license softwares and internet connectivity for the benefit of the
students. All the faculty members are provided with Personal Computer with internet connectivity.
Computing, Wi-Fi and Internet facilities are checked routinely by the concerned incharges and any repairs
and maintenance will be carried out as and when required through AMC service provider. Upgradation of
hardware and software is done periodically.
Most of the labs are utilized exclusive by the students of the department for their Lab activities and project
works. Whole campus is Wi-Fi enabledand staff members and students use the facility for accessing the
internet.
Academic Facilities:
Library:The Central Librarywith over 17000 titles and 62000 volumes and subscription to 4 data bases
offers an excellent environment for academic pursuits. The Central Library Committee comprising of a
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senior faculty member from each department recommends the purchase of new editions, number of
volumes based on strength of students and inputs from course coordinators. In the annual meeting of
Central Library Committee, Librarian presents these recommendations and finalizes the purchases.
Printed journals and magazines are kept in the reference section where the students can read and take
photocopies. Computer and internet facility is also available in the library which is utilizedby the students
and staff for browsing e- journals and online data bases.Each department has its own departmental library
with limited number of titles and volumes for the benefit of faculty members who utilizes this facility for
their research work.
Computer Centers:
Apart from the computer labs for conducting scheduled classes as per curriculum, the college has
established computer enters for general use of students from all disciplines. Some of these centers are;
‘Center for Innovative Computing’, Center for Smart Learning’, Digital Library etc.
Support Facilities:
Sports Complex:Central Sports Facility for in-door and out-door games is available in the campus for
student and the staff of the college. The central Sports Complex of the campus is having In-door game
facilities for Table Tennis, Carroms, Chess, Gym equipements, etc. and Playground for out-door games
Like - Cricket, Football, Tennis, Volleyball, etc. Physical Department headed by the Physical Director is
responsible for purchase and maintenance of sports equipments, and organizing Inter and Intra college
events annually.
Student and staff members of the college utilizes this facility to participate in the inter college games and
sport events held annually and also to represent the college in inter university or inter-state sports
competition.
Institution provides various other services / facilities for the students and staff members which are as
follows:
• Reverse Osmosis Water Treatment Plant and water coolers for clean and portable drinking water.
• Fire fighting and Fire Alarm System for fire safety.
• Banking and ATM facility for financial transactions.
• Stationary facility for purchase of stationary items.
• Vegetarian and Non-Vegetarian Canteens for food.
• Auditorium for conducting events.
• Dispensary for any medical emergency and first aid.
• Security personals for campus security and safety.
• Mosque for performing prayers.
• Pest control for keeping away rodents.
• Campus Plumber & electrician for repairs and maintenance work.
• 320 KVA and 62.5 KVA generators for uninterrupted power supply.
• Full time Network administrator for addressing internet and networking problems.
• Student Activity Center to carryout out any student activities.
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Criterion 5 - Student Support and Progression
5.1 Student Support

5.1.1 Average percentage of students benefited by scholarships and freeships provided by the
Government during the last five years
Response: 50.41
5.1.1.1 Number of students benefited by scholarships and freeships provided by the Government year-wise
during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
1785 1803 1706 1691 1735
Upload self attested letter with the list of students View Document
sanctioned scholarships
Average percentage of students benefited by View Document

scholarships and freeships provided by the
Government during the last five years
5.1.2 Average percentage of students benefited by scholarships, freeships, etc. provided by the
institution besides government schemes during the last five years
Response: 0.26
5.1.2.1 Total number of students benefited by scholarships, freeships, etc provided by the institution
besides government schemes year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
11 12 11 4 7
5.1.3 Number of capability enhancement and development schemes –
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1.For competitive examinations

2.Career counselling
3.Soft skill development
4.Remedial coaching
5.Language lab
6.Bridge courses
7.Yoga and meditation
8.Personal Counselling
A. 7 or more of the above
Response: B. Any 6 of the above
Details of capability enhancement and development View Document

schemes
Link to Institutional website View Document
5.1.4 Average percentage of student benefited by guidance for competitive examinations and career
counselling offered by the institution during the last five years
Response: 92.49
5.1.4.1 Number of students benefited by guidance for competitive examinations and career counselling
offered by the institution year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3038 3160 3178 3357 3268
Number of students benefited by guidance for View Document

competitive examinations and career counselling
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5.1.5 Average percentage of students benefited by Vocational Education and Training (VET) during
the last five years
Response: 2.66
5.1.5.1 Number of students attending VET year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
44 18 41 162 190
Details of the students benifitted by VET View Document
5.1.6 The institution has a transparent mechanism for timely redressal of student grievances
including sexual harassment and ragging cases
Response: Yes
Minutes of the meetings of student redressal View Document

committee, prevention of sexual harassment
committee and Anti Ragging committee
Details of student grievances including sexual View Document

harassment and ragging cases
5.2 Student Progression

5.2.1 Average percentage of placement of outgoing students during the last five years
Response: 30.55
5.2.1.1 Number of outgoing students placed year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
238 207 313 301 323
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Self attested list of students placed View Document
Details of student placement during the last five View Document

years
5.2.2 Percentage of student progression to higher education (previous graduating batch)
Response: 3.7
5.2.2.1 Number of outgoing students progressing to higher education
Response: 33
Upload supporting data for student/alumni View Document
Details of student progression to higher education View Document
5.2.3 Average percentage of students qualifying in State/ National/ International level examinations
during the last five years (eg: NET/ SLET/ GATE/ GMAT/ CAT/ GRE/ TOEFL/ Civil Services/State
government examinations)
Response: 86.25
5.2.3.1 Number of students qualifying in state/ national/ international level examinations (eg: NET/ SLET/
GATE/ GMAT/ CAT/ GRE/ TOEFL/ Civil services/ State government examinations) year-wise during the
last five years
2018-19 2017-18 2016-17 2015-16 2014-15
90 117 138 174 69
5.2.3.2 Number of students who have appeared for the exams year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
110 134 152 193 85
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Upload supporting data for the same View Document
Number of students qualifying in state/ national/ View Document

international level examinations during the last five
years
5.3 Student Participation and Activities

5.3.1 Number of awards/medals for outstanding performance in sports/cultural activities at national
/ international level (award for a team event should be counted as one) during the last five years.
Response: 1
5.3.1.1 Number of awards/medals for outstanding performance in sports/cultural activities at

national/international level (award for a team event should be counted as one) year-wise during the last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
0 1 0 0 0
Number of awards/medals for outstanding View Document

performance in sports/cultural activities at
national/international level during the last five years
e-copies of award letters and certificates View Document
5.3.2 Presence of an active Student Council & representation of students on academic &
administrative bodies/committees of the institution
Response:
The institution elicits the support of its students along with other stake holders in the functioning of various
academic and administrative bodies. The student members of these bodies participate in brain storming
sessions and formal meetings called for formulating strategies for the overall curricular, co-curricular and
extra-curricular development of the students.
Student council
There is no formal student council in the college. However, there are several other non-elected bodies
which involve student’s participation in academic and social activities. The Student Edification Cell is one
such body which is involved in the academic and social development of the student community. Members
of the cell are actively involved in co-curricular talks, anti-ragging programs, and various other addiction
and gender discrimination awareness activities.
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Academic and Administrative Bodies

Involvement of students in some of the academic and administrative bodies is presented below.
Department Advisory Board: The Advisory board of each departmentcomprises of representatives of all
stake holders like society office bearers, principal, head of the department, senior staff members, parents,
alumni personnel from industry, and students. It meets biannually to discuss the state of art areas that can
be included in the syllabi. The outcome is proposed to the university Board of studies for the syllabus
revision.
IQAC:The IQAC has 4-6 student nominees on the committee in order to have representation from all
stakeholders. The student members get an opportunity to provide first hand inputs on their needs during
academic discussionspertaining to quality improvement.
Library Committee: The library committee is formed by the group of two students from every section,
along with the department faculty in-charge, the heads of respective departments, Principal and the
Librarian. It meets once in a semester to discuss about the improvements to be made in the library facilities
and recommends books, journals to be procured. A list of such requirement is prepared and forwarded for
approval to authority concerned.
Anti-raging committee: The institution has an active anti-ragging committee which consists of faculty,
staff and four students. The committee prevents curbs and reports ragging issues to the authorities if
necessary. The committee designs and makes available anti-ragging awareness related material. It works in
coordination with a number of squads that are formed for on campus and off campus vigilance, during on-
duty and off duty timings. The squad can conduct enquiry into any incident. They ensure display of posters
at various places like notice boards, corridors, library, canteen, sports lounge, bus stop and any other
prominent spaces.
Women’s Grievance and redressal Cell: The Cell has members from staff, and onegirl student
memberfrom each department. It meets monthly to discuss the issues brought forth and ensure that all the
problems of women are effectively redressed in the college.
Grievance and redressal committee for SC /ST: The committee meets once in a month to address the issues
and it is authorised to take all possible measures in consultation with the head of the institution so that all
the SC/ST student and staff related problems are aptly addressed.
5.3.3 Average number of sports and cultural activities/ competitions organised at the institution
level per year
Response: 6
5.3.3.1 Number of sports and cultural activities / competitions organised at the institution level year-wise
2018-19 2017-18 2016-17 2015-16 2014-15
5 5 6 7 7
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Number of sports and cultural activities / View Document

competitions organised per year
5.4 Alumni Engagement

5.4.1 The Alumni Association/Chapters (registered and functional) contributes significantly to the
development of the institution through financial and non financial means during the last five years
Response:
The MJCET Alumni Association (MJCETAA) was established in year 2001 vide Ref No: 4036/2001 with
the office of the Registrar of Societies, Hyderabad. The Alumni Association provides a common platform
for the interface between Alumni and Current students and faculty of the college. The Aims and Objectives
of Alumni Association are as follows.
To help materialize the vision of the college.

To reach out to all the alumni of MJCET and bring them under the folds of MJCET Alumni
Association.
To extend welfare measures to the deserving students by the way of scholarships based on merits.
To organize talk on career opportunities by eminent personalities in their respective fields.
To facilitate the Alumni and staff who have excelled in performance in their areas of operations.
The activities of the MJCET Alumni Association organizes two big events every year.
AlumniMeet
MJCET Alumni Association organizes Alumni Meet every year on sunday in the last week of December
every year. This event acts as a platform for the Alumni to gather at the college and meet their friends and
faculty. Further the alumni who have completed 25 years as professional engineering termed as the "Silver
Jubilee Batch" is felicitated and outstanding Alumni are awarded with the Distinguished Alumni Award.
Graduation Day
The second big event is “ PC Distribution ceremony titled “ Graduation Day”. This event is held every
year in July / August to distribute the provisional certificates to the outgoing batch of graduates.
Distinguished personalities of the ranks of Vice Chancellors of University, Industry Leaders are invited to
deliver the Graduation Day address and distribute Gold medals to top rankers of each department.
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Campus Recruitment Training(CRT) Program
Amongst several need based programmers, the Alumni Association has initiated the Campus Recruitment
Training(CRT) which is administered by the college. This program is designed to cater to the needs of 4th-
year students of Engineering, who seek a job through college Placement Cell. Under this program, various
seminars and lectures are arranged to improve the analytical and communication skills of the students.
Seminars and Workshops.
The alumni come forward and conduct regular seminars for students on niche topics in the latest fields.
The most latest programs are listed below.
Lecture on "Academic Research and Development" by Mr. Mohammed Rahman, Research Scholar
at Qatar University and Alumni of 2012 batch, held on 17 August 2019. The seminar was attended
by 50 students faculty pursuing research.
Lecture on "Cube Satellites" by Mr. Ashar Farhaan, Alumni of 1984 batch, held on 8 August 2019.
The seminar was attended by 80 students of Third and Final year,ECED.
Lecture on "Photonics - A Key enabling Technology of Future" by Prof. Zahed Mustafa Khan,
Alumni of 2001 batch on 7 August 2019. The seminar was attended by 120 students.
A Two day workshop on "Fundamentals of C Programming" by Mr. Akhil, Alumni of 2007 batch
on 29 and 30 June 2019. The workshop was attended by about 350 final year students of all
branches of engineering.
5.4.2 Alumni contribution during the last five years(INR in Lakhs)

? 5 Lakhs
4 Lakhs - 5 Lakhs
3 Lakhs - 4 Lakhs
1 Lakh - 3 Lakhs
Response: <1 Lakh
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Alumni association audited statements View Document
5.4.3 Number of Alumni Association / Chapters meetings held during the last five years
Response: 10
5.4.3.1 Number of Alumni Association /Chapters meetings held year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
2 2 2 2 2
Number of Alumni Association / Chapters meetings View Document

conducted during the last five years
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Criterion 6 - Governance, Leadership and Management
6.1 Institutional Vision and Leadership

6.1.1 The governance of the institution is reflective of an effective leadership in tune with the vision
and mission of the institution
Response:
The vision of the institution is in tune with the current global perspectives which place a high premium on
sustainability, environment, innovation, ethics and social responsibility.
The mission of the institution lays down the guidelines for the realization of the vision by providing the
framework in areas of pedagogy, R & D, collaboration, innovation, entrepreneurship, soft skills and
national building.
Governance
The administrative philosophy of the institution is geared towards the attainment of vision through the well
formulated mission statements. The institution was established in 1980 by a group of accomplished
individuals who constituted themselves into a Society. The founding members represented varied facets of
intelligentsia and established a rich and transparent administrative culture from the inception. It is under
their stewardship that the institution has ingrained an academically proactive, administratively transparent
and professionally supportive governance model.
BOG
The Board of Governors of Sultan-ul-Uloom Education Society is the highest decision making body
having full powers of management of the society and its subordinate and affiliated institutions. It meets
once a month if not oftener and takes up the recommendations of the governing councils during the
meetings.
Governing Council:
The Governing Council is the highest decision making body at the college level. One of the Society
members is designated as the Chairman of the Governing Council and the Hon. Secretary is ex-officio
member. This results in a seamless decision making process as the Hon. Secretary can steer the
recommendations of the GC in the BoG. The Governing Council meetings are convened by the Principal to
discuss and adopt all academic, administrative and financial initiatives of the college.
Principal and HODs: The local leadership at the college level is provided by Advisor cum director,
Principal, Deans, Registrar and the HODs, who are responsible for the day to day functioning of the
academic and administrative aspects of the institution in accordance to the GC directions. They are assisted
in discharging their duties by Associate Heads, Laboratory Incharges and a string of committees and
coordinators.
The leadership strives to achieve the institutional and departmental vision through an open and interactive
environment. Frequent meetings with the HODs help in dissemination of the various new initiatives to the
Page 75/130 27-12-2019 02:58:38

lowest hierarchy of the staff. There is also a formal and informal interaction with the students in order to
integrate their aspirations with the institutional vision. New infrastructure and equipment, renovation of
laboratories, training of staff etc. have been facilitated for successful implementation of new systems in the
college.
The institution follows a well-defined perspective plan for development and modernization of the existing
facilities, expansion of the academic and sports infrastructure like laboratories, library resources, class
rooms, seminar halls and indoor/outdoor sporting facilities. The IT infrastructure receives special attention
due to the need to upgrade it more frequently.
Faculty opinions and participation is given due weightage by their participation in various committees like
R & D cell, Staff Selection Committee,Purchase Committee, LAN Committee, various committees for
Grievance Redressal, Anti-Ragging Committee,Library Committee, Disciplinary Action Committee,
Placement Committee etc.
6.1.2 The institution practices decentralization and participative management
Response:
Decentralization and participative management is ingrained in the administrative functioning of the

institution. Participative management is an open form of management where the employees are actively
involved in the conceptualization as well as implementation of various academic and administrative
responsibilities. Hence, this form of management represents collective decision making which involves the
Director, Heads of the Departments, Coordinators, Laboratory incharges and section incharges. The faculty
and staff are treated as facilitators who deal directly with the students and meet their needs.
Decentralization in functioning is emphasized by the administrative structure consisting of Boards of the

Governors at the helm of the hierarchy, followed by the Governing Council at the college level. In most of
the instances a bottom-up approach of administration is followed wherein the inputs come from the lower
levels of hierarchy through departmental level faculty and staff meetings held periodically to discuss
matters related to academics, administration and infrastructure augmentation. The inputs from the
Departmental meetings is placed by the respective heads in the HODs meetings which are also held
periodically. The decisions taken in HODs meeting are put up in the Governing Council which
recommends them for approval of the BOG.
Case Study – Mentoring System
The on-line mentoring system developed by the CSE faculty of the institution is a good example of
decentralization and participative management. The traditional student counselling and mentoring system
was in force till 2016-2017. This was a comprehensive system under which a series of forms were used by
the counsellors for course counselling, career counselling and general counselling. Even though the system
was effective without loose ends, it involved a good amount of paper work and file movement. In this
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system, the faculty/counsellors felt stressed due to the documentation work, which in some instances was
more taxing than the actual counselling itself. Apart from this, access to case history and data retrieval for
individual student was time consuming and burdensome. Moreover, the institution began preferring a
paperless system in order to avoid unnecessary usage of paper in order to conserve resources.
By the end of 2017, faculty members began advocating introduction of online counselling system in order
to improve effectiveness and reduce paper work. The inputs of the faculty were placed in the HODs
meeting by the Heads of the Departments. After taking into consideration all the aspects, a collective
decision was taken to develop a mentoring portal in order to make the process online and transparent.
The on-line mentoring portal was launched in 2017. The database consists of student details like name,
contact number, e-mail address, parents contact number, mentor-student mapping etc. The attendance data
and CIE data is downloaded to the portal periodically. The mentors are alerted about the shortage of
attendance and low scores in CIE through SMS. Using the portal the mentors inform the parents and fix up
a meeting if required. Details of all the activities and updates on parent-mentor meeting are logged in the
portal and can be retrieved as and when required.
6.2 Strategy Development and Deployment

6.2.1 Perspective/Strategic plan and Deployment documents are available in the institution
Response:
Strategic Development Plan is drawn in light of the institutional vision and mission. Major thrust areas and
actions are identified in the strategic development plans drawn every three years since 2007. The
institution has successfully achieved most of the targets over the past decade with the result that the college
has most recently been ranked in the 151-200 band by NIRF, 62nd rank by Outlook magazine, 47th rank
by Time Daily, 42nd rank by The Week and 28th rank by India Today.
The strategic development plans have consistently identified introduction of PG and doctoral courses, R &
D, and faculty development and innovation as the key elements for attainment of excellence. The untiring
efforts of the past decade have borne fruit and the institution has achieved excellent outcome in this area.
1. PG courses and Research Centers
The institution started its first PG programme in CAD/CAM with an intake of 18 in 2004. After
formulation of the first strategic development plan, the following courses have been added:
M.E./M.Tech. Courses – Structural Engineering in Civil Engineering in 2007, Digital Systems in

ECE in 2009, CSE in 2010 and Power Electronic Systems in Electrical Engineering in 2013.
The total intake in the PG courses is 102.
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Ph. D. Courses - University approved Research centers have been established in Mechanical and
ECE (2013) and Civil, CSE and Electrical Engineering (2017) leading to award of Ph. D. degree to
the research scholars.
Currently 60 research scholars are on rolls of the research centers.
2. Research and Development
R & D MJCET cell was established in 2007 to encourage the research and innovation spirit among the
faculty and student fraternity. The budget for seed funding was Rs. 1 Lakh in 2007, which has been
presently enhanced to Rs. 15 Lakhs. Research projects of undergraduate and graduate students and faculty
are sanctioned funds every years based upon the evaluation of the proposal by the R & D committee.
3. Faculty Development
Faculty members are encouraged to become members of professional bodies, publish papers in Journals
and Seminars / Conference. Financial grant is provided by the institution in order to encourage the faculty.
Along with this, the faculty members are encouraged to improve qualification by acquiring Ph. D. degree.
Various incentives, both financial and service oriented, are available to the faculty under the strategic
development plan. The outcome is as follows:
From a total of 15 faculty members with Ph. D. degree in 2009, the number has increased to 55 in
2019. Another 86 faculty members are pursuing their Ph. D. courses in various universities.
About 40 research papers are published in UGD approved journals every year, apart form 100+
papers in conferences and seminars.
4. Innovation, Patents and Start ups
The institution has established an innovative and incubation cell. The innovative ideas are being filed for
patent grant and already one patent has been granted for the institution and is in process of publishing
another 3 patents. Three startups have also been registered.
Strategic Plan and deployment documents on the View Document

website
6.2.2 Organizational structure of the institution including governing body, administrative setup, and
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functions of various bodies, service rules, procedures, recruitment, promotional policies as well as
grievance redressal mechanism
Response:
The Institution was established by the Sultan ul Uloom Education Society in the year 1980. The Society
has its Governing Body headed by the Chairman and supported by the Vice Chairman, Honorary Secretary,
Joint Secretary, Treasurer &members. The Board of Governors of SUES is constituted as per the
provisions of Society act, Government of Telangana.The Governing council is the highest decision making
body at the college level. It deliberates on various academic and administrative issues and makes
recommendations to the Board of Governors.The Advisor cum Director of the institution is the convenor of
the Governing council. The college administration is decentralized by delegating power to the Advisor cum
Director, Principal, Deans, Heads of the Departments, and Head of the Sections. They are authorized to
make all academic decisions as per the rules and regulations stipulated by the Osmania University and the
Society. Interdepartmental issues are discussed in the Heads of the Departments meetings prior to arriving
at a decision. Any changes in the governing rules and regulations are communicated to all the Heads of the
Departments through notices. The Heads of the Departments in turn communicate them to their respective
teaching and non-teaching staff.
Functions of various bodies
Board of Governors, Sultan ul Uloom Education Society

The Board of Governors is the highest decision making body of the Society. It has full powers of
management of the society and its subordinate and affiliate institutions and is responsible for the day to day
business.
The following are the functions and the responsibilities of the Board of Governors SUES:
1. To guide and monitor the development and growth of the institution in all areas of functioning.
2. The day to day affairs of the society shall be managed by the Board of Governors and it shall meet
once a month if not oftener.
Governing Council
The Governing council is the highest decision making body at the college level.
The following are the functions and the responsibilities of the Governing Council:
1. Deliberate on various academic and administrative issues and make recommendations to the Board of
Governors.
2. To make the policies and procedures on academic matters.
Recruitment and Promotion Rules:
The Institution follows the rules, procedures and policies in recruitment and promotion as stipulated by
AICTE, Osmania University and UGC from time to time.
Service Rules, Leave Rules, Conduct Rules:

The service rules, leave rules, conduct rules, classification control and appeal rules are based on Sultan ul
Uloom Education society with effective from 9th September 2002.
Grievance Redressal Committee:
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The Grievance Redressal committee is intended to undertake the processes of attending to the grievances
put forward by the students and staff. It focuses on setting proper facilitation procedures for settling the
issues in a cordial atmosphere. The committee shall take into consideration all the redressal criteria and
rules and regulations of the AICTE, UGC and Osmania University.
The Women Grievance and Redressal cellis responsible to sort out the issues/Complaints raised by women
staff and Girls students.
6.2.3 Implementation of e-governance in areas of operation
1.Planning and Development

2.Administration
3.Finance and Accounts
4.Student Admission and Support
5.Examination
A. All 5 of the above
Response: C. Any 3 of the above
Screen shots of user interfaces View Document
ERP Document View Document
Details of implementation of e-governance in areas View Document

of operation Planning and
Development,Administration etc
6.2.4 Effectiveness of various bodies/cells/committees is evident through minutes of meetings and
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implementation of their resolutions
Response:
This institution constituted several committees for implementing quality initiatives and transparent
administration for the benefit of the students, faculty and staff at various levels. The following is the list of
committees:
• Internal Quality Assurance Cell

• Student’s welfare Committee
• Students & Staff Discipline Committee
• Anti-Ragging Committee
• Grievance& Redressal Committee for SC &ST Students/Staff
• Women Grievance& Redressal Committee
• Placements Committee
• NPTEL - Project Implementation Committee
• Incubation, Start Up &Entrepreneurship Committee
• Patents & External R&D Project Committee
• R&D Committee
• LAN Committee
• Purchase Committee
• House Keeping Contract Renewal Committee
Every Committee constituted has its own terms of reference and responsibilities. The convener of the
committee schedules the meeting of the members at regular intervals and/or as per the need. The framed
agendas or any other matter concerned with the terms of the committees are taken up by the members and
after due discussions, the decisions are documentedin the form of minutes of the meeting. In the due course
of time or in the subsequentmeeting, if necessary, the action taken report, is also submittedfor approval.
Successful implementation of LAN Committee Recommendations:
The members of the LAN Committee consists of Advisor-Cum-Director, Principal, Deans (Academics &
Administration/Students Affairs, CSE Head of the Department as the convener of the committee, and the
concerned faculty and staff of the institution.
The main objective of the LAN committee is to look after the IT infrastructure facilities of the institution.
The requirements of purchase/upgradation of computers hardware and software’s, networking
components, networking issues, renewal and future demand of Internet bandwidth, establishment of smart
classrooms as identified.
The above mentioned issues are taken up in the meeting held on 12th January, 2019. One of the agenda
was the renewal and up-gradation of internet leased line which was taken up. The Head CSED informed
the members of the committee that currently 70 Mbps leased line provided by M/s Pioneer E-Labs Limited
is in use. And the contract has to be renewed. Furthermore the issue of enhancing the bandwidth was also
taken up. The members of the committee decided the need to enhance the existing bandwidth from 70Mbps
to 100Mbps based on the technical and commercial aspects. After negotiations, the existing service
provided M/sPioneer E-Labs Limited agreed to enhance the bandwidth at the same price. The members of
the committee also observed that the services of existing service provider are satisfactory and the contract
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can be renewed from December-2018 to December-2019.
Based on the recommendations, the convener of the LAN committee raises the requisition for renewal and
upgradation of Internet Leased Line, which was forwarded to the Advisor-cum-Director for initiating the
renewal and payment procedure. Subsequently the requisition was sanctioned by the management of the
institution and the purchase order wasfinalized and payment to the vendor released. These communications
and interactions are duly recorded in the Minutes of the Meeting held on 12th January, 2019as part of the
implementation of the resolutions and recommendations made by the members of the LAN Committee.
6.3 Faculty Empowerment Strategies

6.3.1 The institution has effective welfare measures for teaching and non-teaching staff
Response:
The college authorities understand that the well being of employees is important for effective functioning
of the institute and hence provide welfare measures for them accordingly.
List of existing welfare measures provided by the college for its teaching and non-teaching staff is as
follows:
College Management provides Gratuity to the eligible teaching and non-teaching staff members.
Employees Provident Fund contribution is provided to the eligible staff members of the college.
Group Medical Insurance is provided by the college to teaching and non-teaching staff members
Medical Reimbursement to NTS with less than Rs.21,000/- gross pay under ESIC
Comfortable seating for faculty
All the teaching and non-teaching staff members are eligible to avail the Casual Leave of 12 days,
Earned leave of 6 days, Medical leave of 10 days, Half Pay leave and Extra-ordinary leave, and 6
weeks of vacation in a year.
Paid Maternity leave is provided for female staff members of the college subject to the two children
norm and 120 days period.
College also provides On-duty facility to the faculty members for attending workshops,
conferences, seminars, FDP’s, or other official events, meetings, programs, etc.
Fee concession of 50% is given to one child of staff members for education purpose in constituent
institutions.
Festival advance of Rs.8000/ 5000 is extended to NTS.
Financial support of Rs. 3000/- per year is provided for the teaching staff members for attending
Workshops & Faculty Development Programs.
NPTEL Examination fee reimbursement for teaching staff
Faculty is encouraged to publish papers in UGC recognized journals and financial assistance of
Rs.15000/- per year is provided to each faculty member by the college for publications.
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College also encourages consultancy projects. Around 60 to 80% of the consultancy work amount
received is given to the faculty members involved in consultancy projects.
College also provides financial assistance to faculty members for Membership registration in
Professional bodies.
Faculty members are encouraged to pursue doctoral studies. College provides paid leaves for
writing Ph.D. entrance, attending seminars, colloquiums, etc. and more upon college approves and
sanction in house R & D funds for their research activities. Special allowance of Rs. 5000/- added
to their salaries after completing their Ph.D. degree.
Each faculty member of the college is provided with Personal Computer with internet connectivity.
Whole campus is Wi-Fi enabled and all the staff members utilize this facility.
Library facilities like referring books & magazines, book borrowing, internet browsing for e-
journals, etc. is available for all staff members.
Central Sports Facility for in-door and out-door games, physical fitness center is also available in
the campus for the staff and the students of the college.
Reverse Osmosis Water Treatment Plant and water coolers facility is provided for clean and
portable drinking water.
Both Vegetarian and Non-Vegetarian Canteens are available in campus for those who want to have
food in college hours.
Dispensary for any medical emergency and first aid is available. Staff members can visit the
dispensary for first aid, doctor’s consultation or any medical help. Basic medicines are provided
free of cost.
6.3.2 Average percentage of teachers provided with financial support to attend

conferences/workshops and towards membership fee of professional bodies during the last five years
Response: 20.42
6.3.2.1 Number of teachers provided with financial support to attend conferences / workshops and towards
membership fee of professional bodies year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
35 38 58 52 49
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Details of teachers provided with financial support View Document

to attend conferences,workshops etc during the last
five years
6.3.3 Average number of professional development /administrative training programs organized by

the institution for teaching and non teaching staff during the last five years
Response: 2.2
6.3.3.1 Total number of professional development / administrative training programs organized by the
Institution for teaching and non teaching staff year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3 2 2 0 4
Details of professional development / administrative View Document

training programs organized by the Institution for
teaching and non teaching staff
6.3.4 Average percentage of teachers attending professional development programs viz., Orientation
Program, Refresher Course, Short Term Course, Faculty Development Program during the last five
years
Response: 21.05
6.3.4.1 Total number of teachers attending professional development programs, viz., Orientation Program,
Refresher Course, Short Term Course, Faculty Development Programs year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
55 32 67 32 52
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Details of teachers attending professional View Document

development programs during the last five years
6.3.5 Institution has Performance Appraisal System for teaching and non-teaching staff
Response:
Teaching Staff
Annual Faculty Performance Appraisal system is in place whose purpose is to evaluate the performance of
the Faculty over one calendar year, measured against well-defined parameters. The appraisal score is used
to identify strengths and weaknesses of the employees. Based on this, faculty members are provided
opportunities to improve their weak areas.
The comprehensive appraisal system consists of the following two components: Evaluation by the Head of
the Department and Head of the Institution, and Self-Appraisal.
The Head of the Department grades the performance of the faculty member based on parameters like
commitment of the faculty member towards students and Department, andsincerity of the faculty member
in discharging of the academic and administrative duties. The maximum score awarded by the HOD is 10.
The Head of the Institution grades the performance of the faculty member viz. a viz. the commitment of the
faculty member towards the institution and his / her contribution towards the overall Institutional
development. The maximum score awarded by Head of the Institution is 5.
Self-Appraisal by the Faculty member is a major component of the Annual Faculty Performance Appraisal
system. The faculty member is required to submit a comprehensive self-appraisal based on well-defined
guidelines, along with documentary proof supporting the self-appraisal. The Head of the Department
certifies the correctness of the information furnished by the faculty member and a committee chaired by the
Dean (Academics) ratifies the same. The self-appraisal parameters are divided into three categories:
Mandatory Parameters with maximum score of 100, Essential Parameters with maximum score of 100 and
Desirable Parameters maximum score of 150. Thus, Self-Appraisal carries a maximum score of 350.
Mandatory Parameters represent the bare minimum compliance expected from a faculty member serving
an educational institution. These parameters concentrate mostly on the academic activities of the faculty
and to some extent on the administrative responsibilities. Some of the Mandatory Parameters are: Teaching
workload, Discharge of examination duties, Results, Student Feed Back and other Administrative
responsibilities.
Essential Parameters are necessary for a successful discharge of professional obligations. These parameters
concentrate mostly on the academic extension activities and co-curricular and extracurricular activities of
the faculty. Some of the Essential Parameters are: Contribution towards teaching learning process,
Research Publications in Journals and Books, Participation in Conference / Seminar / Workshop /
Refresher Course / Orientation Programs, Participation in Professional activities.
The Desirable Parameters indicate attainment of excellence and concentrate mostly on the additional
academic and professional activities of the faculty. Some of the Desirable Parameters are: Sponsored and
Non-Sponsored Research and Consultancy Work, Conduct of Seminars and Workshops, Research
Guidance at M.E. / Ph. D. level, Awards and Recognitions.
Non-Teaching Staff
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Annual performance appraisal of non-teaching staff is based on the confidential report submitted by the
Laboratory Incharge / Head of the Department / Administrative Officer. The format specified by Osmania
University is followed by the institution.
6.4 Financial Management and Resource Mobilization

6.4.1 Institution conducts internal and external financial audits regularly
Response:
The management of the Institution appoints auditors to conduct both internal & external audit on a regular
basis. The terms of reference including the scope and coverage of the audit are decided by the management
of the institution. As a statutory requirement the internal audit is conducted during the period from
December – January every year and the external audit is conducted during the period from June-August
every year.
The auditing team begins the process by verifying the vouchers of all the transactions which includes but
not limited to entries of students fee, salary statements, purchase invoices, verification of ledgers, bank
statement, cash book and general register.
Stock registers maintained by various departments consist of entries of consumables and non-consumables
along with their receipts and invoices with the delivery challan. The general register includes settlement of
advances which are made to the head of the departments for conducting various programs and events.
The auditing team, after thorough auditing of the above records, financial statement viz. trail balance,
income and expenditure account, balance sheet, schedules, receipts and payments are prepared and submits
a report to the management on their findings.
The management of the Institution also appoints external Auditors for verification and scrutiny of all the
items of income & expenditure and the auditors prepare the final balance sheet for the audited statement of
Accounts and submit their report at the end of every financial year.
The observations / objections if any, raised in the report submitted to the management by the auditors are
communicated back to the accounts department of the institution for clarifications and/or rectification.
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6.4.2 Funds / Grants received from non-government bodies, individuals, Philanthropists during the
last five years (not covered in Criterion III) (INR in Lakhs)
Response: 0
6.4.2.1 Total Grants received from non-government bodies, individuals, philanthropists year-wise during
the last five years (INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
0 0 0 0 0
Details of Funds / Grants received from non- View Document

government bodies during the last five years
6.4.3 Institutional strategies for mobilisation of funds and the optimal utilisation of resources
Response:
The institution is supported and funded by the Sultan ul uloom Education Society of which MJCET is one
of the constituent college. The said society is a non-profit educational trust and receives no grants or
donations and MJCET institution is a self-financed.
The main source of funding to the institution is through student’s tuition fees which are collected yearly.
Some of the students are entitled for fee reimbursement form the Government of Telangana; fees for these
students are released by the government after verifying the eligibility of the student.
The student tuition fees are fixed by the AFRC Telangana State Fee Regulatory Committee. The institute
furnishes all the required documents related to the expenditure incurred and projections for the next three
years to the State Fee Regulatory Committee which fixes the tuition fee of the Institution. The projections
for the next three years also include projected salaries of the staff along with the increments and Dearness
Allowances, etc.
Another source of income is through registration fees received from the sale for admission forms to the
prospective students.
The other sources of funds for the society that manages this institution are through interest received from
Fixed Deposits held in nationalized banks.
The staff of the institution also engage themselves with consultancy work carried out in collaboration with
the industry and Government organizations. The revenue generated through the consultancy work is shared
by the staff and the institute.
Further the Sultan-ul-Uloom Education Society which manages this institution also earns income by way
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of rent from allowing use of premises for ATM & banking services, advertisement agency and also through
leasing the space to canteen, food stalls, stores, Unipole hoardings and sale of scrap.
The institution prepares the annual budget to ensure optimal utilization of financial resources, taking
estimated inputs from various department/section heads. Based on their requirements, funds are allocated
for the up-gradation of infrastructure and IT resources. The yearly budget includes recurring and non-
recurring expenditures, which is approved by the Board of Governors of the institution on the
recommendation of the Governing Council. Budget utilization is periodically reviewed for efficient
utilization.
6.5 Internal Quality Assurance System

6.5.1 Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the
quality assurance strategies and processes
Response:
MJCET adopted ‘Outcome Based Education’ system for its undergraduate programs in the year 2014. A
‘Program Assessment Committee (PAC)’ was established for each of the eight programs in the institution.
The PAC functions as a quality assurance body at the program level and the inputs are leveraged for
quality improvement at the institutional level by IQAC. Two significant quality assurance strategies
implemented in MJCET are as follows:
I. Hierarchical academic system
The hierarchical academic system is a means of achieving guided participatory management of the faculty
in order to improve the teaching-learning process. The system consists of the following hierarchical
structure
Programme Coordinator
Module Coordinator
Course Advisor
Course Coordinator
Every faculty member offering a course is a course coordinator who is responsible for planning, delivering
and assessing the outcomes of the courses offered by him/her during the semester/year.
Course advisor is designated wherever the same course is offered by different course coordinators to
different sections/classes in order to ensure uniformity of course coverage and assessment. The senior most
faculty member teaching the course is designated as course advisor. Course Advisor advise the other
course coordinators regarding relative importance of the units, problems to be solved and pedagogy to be
adopted for effective delivery of the course material.
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Module Coordinator is responsible for supervision of the course coordinators and course advisors offering
courses under the module. Each module encompasses all the courses relevant to that specialization and has
one module coordinator.
The Program Coordinator oversees the planning, course delivery and attainment of course outcomes. The
PC chairs the PAC meeting which takes stock of the attainment of COs and POs and makes
recommendations for improvements.
II. Pedagogical Initiatives
On the assessment side, the IQAC recommended that each CO should be assessed by using the following
direct tools:
1.CIE – I or CIE-2
2.Assignment
3.Any one of the following tools depending upon the suitability to a course
Tutorials: As per the OU curriculum Tutorial is a part of the scheme of instructions in a few
courses. However, the Department has introduced tutorial in at least half of the courses in every
semester & are made to solve the problems during the tutorial class and submit them at the end of
the session.
Quiz: In courses without tutorial sessions, quiz is used as an assessment tool. The course
coordinator administers the quiz to the students in regular class.
Classroom Problem Solving: In some courses the course coordinator prefers to use classroom
problem solving as an assessment tool. The students solve the given problem in the class and the
course coordinator assesses the performance in the class itself.
Group Assignment: In certain courses which involve system or component design, group
assignment may be preferred. In this the students are divided into groups of 4-5 and each group is
given a separate question or same question with varying data
Seminar: In some courses students may be required to present seminars on selected topics which
will be used for CO assessment.
6.5.2 The institution reviews its teaching learning process, structures & methodologies of operations
and learning outcomes at periodic intervals through IQAC set up as per norms
Response:
The program assessment committee and academic audit cell reviews the academic performance of the
program after every semester with reference to quality assurance of teaching learning processes. The
attainment of COs and POs is also reviewed during the audit. The following two examples demonstrate the
role of PAC/AAC/IQAC in reforming the academic structures:
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Introduction of Blooms Index for ensuring quality of direct assessment tools:
Different assessment tools are employed for assessing the learning levels of the students. The assessment
process itself can be either Formative or Summative type. The formative assessment is done throughout the
course duration and the internal assessment marks are decided based upon the scores obtained therein.
During the academic audit process, it was decided to lay down guidelines for assessing the course
outcomes by employing direct assessment tools. The recommended guidelines are
1.Four assessment tools should be chosen for each of the Course Outcome. Three of these are
mandatory, namely
1.OU end examination (Summative)
2.Class Test (summative)
3.Assignment (Formative)
1.Along with the three mandatory assessment tools, any one of the following may be used as the
fourth assessment tool:
1.Tutorials (Formative), in courses where tutorial is part of work load
2.Class room problem solving (Formative) in courses where problems exist
3.Quiz (Formative) in theoretical courses where no problems exist
4.Minute question (Formative) in any type of course
5.Seminar (Formative) in any type of course
6.Group assignment (Formative) in any course
7.Case Study (Formative) in courses where it is feasible
8.Any other appropriate tool which is applicable to the entire class
During review of the question papers for internal assessment, assignment and tutorial, the academic audit
observed disparity in the quality and standard of the questions employed in tests, assignments, tutorials etc.
It was recommended to base the setting of question papers by following Blooms Taxonomy.
The IQAC introduced the concept of Bloom’s Index in order to quantify the question paper quality in
terms of a numeric value.
The following numeric scale is employed to convert data from subjective realm to a quantitative scale. The
resulting scale is a continuous real range between 0-10.
0-2 - Remember
3-4 – Understanding
5-6 – Applying
7-8 – Analyzing and Evaluating
9-10 - Creating
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The course coordinator assigns appropriate level to each question at the time of paper setting. The Blooms
index is computed for the question paper by taking the weighted average of all the questions in the paper.
Bloom’s index = sum of weighted average (maximum marks of the question x numeric value of blooms
scale) of all questions in the paper over the sum of maximum marks of all questions in the paper.
For the purpose of assessment of quality, the acceptable range of Bloom's index is obtained as follows:
A fair quality of question paper / assignment is presumed to contain the following levels of questions:
1.30% of questions from 'Remembering' (Score of 2)

2.30% of questions from ' Understanding' (Score of 4)
3.30% of questions form 'Applying' (Score of 6)
4.10% of questions form 'Analyzing and Evaluating' (Score of 8)
For the above levels and corresponding percentage of questions, the Bloom's index is
Bloom’s Index = 0.3 x 2 + 0.3 x 4 + 0.3 x 6 + 0.1 x 8 = 4.4
Hence, the empirical range of Bloom's Index for satisfactory quality of question papers and assignments is
taken as 4-6. The full range and its interpretation is presented as
Bloom’s Index “0-2” - Standard Lower than Acceptable
Bloom’s Index “4-6” - Acceptable range of Bloom's Index for Satisfactory quality
Bloom’s Index “8-10” - Standard Higher than Acceptable
1.Using rubrics to enrich reports’ evaluation process :
After the introduction of the outcome based education system, computation of attainment of course
outcomes became essential. A CO is said to have been attained if the score obtained by a student for a
particular question exceeds the satisfactory score benchmark set by the course coordinator.
In case of assessment tools like questions in internal assessment, tutorial and assignment, the evaluation is
based upon the key which is prepared and made available to all the students. This ensures not only
consistency of evaluation but also transparency of the evaluation system.
When it comes to evaluation of reports such as laboratory records, seminars reports, and project reports,
there is a scope for discrepancy in evaluation by different teachers. The student is also unaware about the
benchmarks used for evaluation of the reports.
In order to overcome the deficiency of consistency and transparency in evaluation of reports the academic
audit committee recommended framing and introduction of appropriate rubrics for assessment of reports.
Accordingly rubrics have been defined and adopted for:
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1.Project Reports.
2.Seminar Reports.
3.Laboratory Records.
Project reports:
Project report is evaluated by the project supervisor for a score of 100 by using Project Report Assessment
Rubric and then scaled to 25. The evaluation parameters are as follows:
1.Objective, Problem Statement and Methodology - 10

2.Analysis - 10
3.Implementation/Design - 20
4.Project Planning - 10
5.Results/Drawing/Graphical artifact /Conclusion - 10
6.Project Report - 30
7.Project Diaries - 10
Seminar Reports:
The seminar report is evaluated by the seminar incharge / one of the course coordinators or any faculty
member in the Department specialized in the area of the topic, for a score of 50 by using the Seminar
Assessment Rubric, the evaluation parameters are as follows:
1.Written Report - 15
2.Speaker’s enthusiasm - 5
3.Speaker’s posture - 5
4.Ability to speak clearly and distinctly - 5
5.Speaker’s slides - 10
6.Speakers communication about the topic - 5
7.Speaker’s ability to answer questions - 5
Laboratory Reports:
The Laboratory Record is evaluated for a score of 50. The following are rubric parameters for
evaluation:
1.Write up format - 15
2.Experimentation Observations & Calculations - 20
3.Results and Graphs - 10
4.Discussion of results - 5
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6.5.3 Average number of quality initiatives by IQAC for promoting quality culture per year
Response: 9.8
6.5.3.1 Number of quality initiatives by IQAC for promoting quality year-wise for the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
11 10 10 9 9
Number of quality initiatives by IQAC per year for View Document

promoting quality culture
6.5.4 Quality assurance initiatives of the institution include:
1.Regular meeting of Internal Quality Assurance Cell (IQAC); timely submission of Annual
Quality Assurance Report (AQAR) to NAAC; Feedback collected, analysed and used for
improvements
2.Academic Administrative Audit (AAA) and initiation of follow up action
3.Participation in NIRF
4.ISO Certification
5.NBA or any other quality audit
A. Any 4 of the above
Response: C. Any 2 of the above
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e-copies of the accreditations and certifications View Document
Details of Quality assurance initiatives of the View Document

institution
Annual reports of institution View Document
6.5.5 Incremental improvements made during the preceding five years (in case of first cycle) Post
accreditation quality initiatives (second and subsequent cycles)
Response:
Incremental Improvements made in academic domain during the preceding five years:
Course structure and curriculum has been revised incorporating Choice Based Credit System
(CBCS) in 2016 for under graduate programs (B.E). The highlights of the scheme are:
5 Professional Electives
3 Open Electives
One month Internship
3 Mandatory Courses including a course in gender sensitivity and Society Outreach
Program
CGPA system for grading on a scale of 1 to 10.
Course structure and curriculum revised based on the guidelines issued by AICTE in the year 2018
for under graduate programs (B.E). The highlights of the AICTE model scheme are:
Introduction of new courses in areas of emerging technology
Introduction of course on constitution, environment and Indian traditional knowledge as
mandatory courses
Introduction of 3-weeks induction program for fresher’s. Inspirational videos and lectures
are offered along with various other programs.
The curriculum lays more emphasis on professional electives. The concept of specialization
is introduced at B.E level by offering 8-9 professional electives.
Curriculum revision and introduction of CBCS system for PG courses from 2017.
Adopted outcome based education system in 2014. Implemented the required assessment
methodologies including rubrics for assessment of seminars, projects etc.
Identification of slow learners based on aptitude test during induction program and bench mark test
during the course of study. The slow learners are offered additional coaching through remedial
classes.
Introduction on video sessions has been done at first year level in order to expose the students to
the latest technological innovation in the respective fields.
New Laboratories have been set up to meet the advanced learning requirements of the students both
for curricular and self-development needs. The following centers have been established:
Center for Innovative computing with 60 latest computer systems and audio visual facility
for training programs.
Center for smart learning with 30 state of the art computers, smart board and audio visual
facility for MOOC’s, NPTEL, SWAYAM, DelNet, etc.
Computer center with 60 computers to offer the engineering graphics course.
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IoT Lab
Dynamics of Machines Lab in mechanical department as per revised curriculum.
Five Research Labs for use of PG students and Ph. D. research scholars have been
established.
Examination reforms have been implemented by providing more weightage to Continuous Internal
Evaluation (CIE). In the new system 30 marks are assigned for CIE in place of 25 marks in the
earlier system.
Conducting of Certification Courses through Microsoft IT Academy (Cloud Computing, Mobile
Computing) and SAP through TASK for improving employability.
Extracurricular and structured Co-curricular activities are extensively encouraged and guided
through various professional student chapters like IEEE, SAE, EWB, ICI, IEI, ACM, CSE etc.
NPTEL courses are made mandatory for faculty and highly recommended for students. Till date
faculty members have completed 89 certification courses.
Faculty is demonstrating social responsibility by undertaking socio-responsive projects for local
community under aegis of EWB and IEEE.
Continues upgradation of laboratory and computing equipment.
Procurement of upgraded licensed software as and when launched by the vendors.
Established E-Cell for promoting entrepreneurship activities. Students have won several national
awards in the E-Week event of National Entrepreneurship Network (NEN).
Offering free campus recruitment training to all the eligible students in third year in order to
improve their performance in campus placements and higher studies.
15 lakhs of R&D funding for innovative research project proposals from faculty-student teams.
Financial sponsorship to faculty for participation in conference and workshops and publication of
papers in journals.
Reimbursement of life-time membership fees in professional bodies for faculty.
Promotion of IPR awareness and assistance for faculty and students for getting patents registered.
Incremental Improvements made in administrative domain during the preceding five years:
The college has designed and implemented Online Mentoring portal which interconnects the
students, parents, mentors, HOD’s and Psychologist. Email and SMS service is used by the
mentoring portal for multiway communication between the portal users.
A full time Psychologist has been appointed to deal with various academic and personal problems
faced by the students.
Separate Grievance Redressal Cells for Women and SC/ST have been established and guidelines
for their functioning formulated. Awareness about the Grievance Redressal has been created in the
faculty and the students. In addition to this the college website also has a link for online Grievance
Redressal System as mandated by AICTE for Students, Parents, Faculty and Staff of the institution.
Installed Electronic surveillance system in the campus in 2015. The system consists of more than
100 CCTV cameras connected to DVR for approximately 15 days recording.
Commissioned On-line examination fee payment system in 2017, wherein students can pay
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Osmania University examination fees through online portal.

Installation of LED & Solar lighting system to meet more than 2000W of lighting requirement
leading to energy conservation.
All the students are covered under group accident insurance policy of United India Insurance
Company
Creation of student activity centers for undertaking research oriented product design and fabrication
projects. One center each has been established in Civil and Mechanical departments where in
mechanical students fabricate vehicles for participating in competitions like SAE BAJA and civil
students build working models. The robotics workshop under ECE department is used by students
for design and fabrication of robots for participating in RoboCon event.
Sanitary Pad vending machine and incinerator have been installed in women’s toilets.
The college has provided facilities for indoor and outdoor games along with appointment of
professional coaches.
Students and faculty are provided with Wi-Fi facility throughout the campus.
Created recommended facilities for differently abled citizens
100% ICT enabled classrooms and seminar halls’
Implementation of comprehensive faculty appraisal system to help the faculty in self-assessment
and planning for career advancement.
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Criterion 7 - Institutional Values and Best Practices
7.1 Institutional Values and Social Responsibilities

7.1.1 Number of gender equity promotion programs organized by the institution during the last five
years
Response: 13
7.1.1.1 Number of gender equity promotion programs organized by the institution year-wise during the last
five years
2018-19 2017-18 2016-17 2015-16 2014-15
6 2 2 1 2
List of gender equity promotion programs organized View Document

by the institution
7.1.2
1.Institution shows gender sensitivity in providing facilities such as:

1.Safety and Security
2.Counselling
3.Common Room
Response:
Gender Sensitization is a critical issue which needs to be addressed at various levels. Apart from offering a
mandatory course to all the undergraduate students, the institution also organizes programs and events at
regular intervals in order to spread awareness about the issue. It is recognized that gender discrimination is
a part of gender sensitization. Even though an increasing number of women are today engaged in pursuing
professional courses and are found to be gainfully employed in corporates, governmental organizations,
universities etc., many of them are found to be ill informed about their rights with respect to security,
professional and sexual discrimination at work and equality issues.
Muffakham Jah College of Engineering and Technology has always been making efforts in order to
sensitize the women on its campus on issues pertaining to gender equality and discrimination. Some of the
efforts made by the institution in this area are presented below.
1. Course on Gender Sensitization: A new course titled ‘Gender Sensitization’ has been introduced by
Osmania University, which is mandatory for all branches of Engineering at undergraduate level. Some of
the course objectives of this course are: Develop student’s sensitivity with regard to issues of gender
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discrimination in contemporary India; provide a critical perspective on the socialization of men and women
and to expose students to more egalitarian interactions between men and women. This course is being
offered by the English Department in the V and VI semesters.
2. Safety and Security: Even though MJCET is a non-residential campus, the institution exercises utmost
concern regarding safety and security of the students and staff in general and the women students and staff
in particular. In this regard, various measures are undertaken from the perspective of safety and security.
The campus has a liberal number of security personnel posted at all key locations, especially
locations which are isolated and not frequented by the students and staff. Security personnel from
private agency and Society employees are deputed on vigilance duty for this purpose. The duty
rooster is made in three shifts so that security is not lax during any hour of the day.
The security personnel are assisted in discharge of their duty by closed circuit cameras. The
institution has installed CC TV cameras at over 100 important locations in the campus such as main
entrance, canteen and common areas etc. All the cameras are connected to a central DVR for
recording and the live footage can be viewed on TV. The recording backup is maintained for a
period of 30 days.
Complaint and suggestion boxes are made available in every floor of all the academic blocks.
Women students can utilize this facility to register any issues pertaining to their safety and security.
The facility maintains the confidentiality of the complainant.
For specific complaints, the women students and faculty can approach the Women’s Grievance
Cell. This cell addresses the issues faced by female students and staff of the college and attempts to
resolve them in a time bound manner.
The parents get a day to day update on the class attendance through an online attendance tracking
system maintained by 100pins.com portal. The feature helps the parents of women students in
knowing the whereabouts of their children.
An active Anti-Ragging Committee is functional with senior staff and students as members, to
prevent incidents of ragging in the campus, especially ragging of female students. The committee
includes women faculty and students as members.
3. Counselling and mentoring The institution has implemented a comprehensive mentoring procedure for
monitoring the student progress and addressing the various academic and personal issued faced by them
during their course of study. A qualified Psychologist is available on the campus to counsel students in
needs of psychological therapy.
The student counsellor counsels the students, especially female students, with respect to their various
issues, either personal or professional. The student counsellor also conducts pertinent programs for the
benefit of students, from time to time. Some of the events conducted are listed below:
World Suicide Prevention Day: 10-Sep-19

Good Friendship Awareness: 06-Aug-19
International Day against Drug Abuse and Illicit Trafficking: 26-Jun-19
International Women’s Day: 01-Mar-19
Emotional Intelligence and Classroom Management: 07-Jul-18
An online mentoring and counselling portal has been developed by the Institution and implemented in the
year 2017. Senior faculty members from every department are designated as Mentors. Every mentor is
assigned 10 students, for the entire duration of study. This will help in the establishment of a mentor-
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mentee bond and also provide a single point of contact to the parents for the entire course duration. All
information pertaining to the mentee is available on the portal through individual logins. The mentor is
permitted to send SMS to the parents, students, HOD and psychologist directly through the portal in order
to report the student progress periodically or to report any other issues.
4. Women’s Common room
A separate Common Room for female students is available with following facilities:
Resting area
Wash rooms
Wash basins
Sanitary pad vending machine and incinerator in the women’s toilets
Two female attenders who are available during college timings
Specific cleaning schedule is given to the housekeeping staff and followed meticulously in order to
maintain hygiene in the women’s common room.
5. Other facilities A Dispensary is available in the campus with a qualified doctor and a nurse available
on all working days to attend to the day to day emergencies if any.
7.1.3 Alternate Energy initiatives such as:
1.Percentage of annual power requirement of the Institution met by the renewable energy
sources
Response: 0.59
7.1.3.1 Annual power requirement met by the renewable energy sources (in KWH)
Response: 3568
7.1.3.2 Total annual power requirement (in KWH)
Response: 600000
Details of power requirement of the Institution met View Document

by renewable energy sources
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7.1.4 Percentage of annual lighting power requirements met through LED bulbs
Response: 3.58
7.1.4.1 Annual lighting power requirement met through LED bulbs (in KWH)
Response: 4560
7.1.4.2 Annual lighting power requirement (in KWH)
Response: 127406
Details of lighting power requirements met through View Document

LED bulbs
7.1.5 Waste Management steps including:

• Solid waste management
• Liquid waste management
• E-waste management
Response:
The waste generated in the institution needs to be managed in a scientific manner in order to reduce
adverse environmental impact. The most commonly handled waste is solid waste and liquid waste. In an
engineering institution, apart from these two categories of waste, the third important category is E-waste.
The concept of E-waste management is relatively new but it is equally important in view of the hazardous
nature of the waste and the large quantity generated in an engineering college.
The steps taken by MJ College towards management of each of the above types of waste are described
below:
• Solid waste management
The solid waste generated in the campus can be demarcated into dry waste (inorganic) and wet waste
(organic). Being a non-residential campus, generation of wet waste is confined largely to the canteens and
pantry. Apart from this, small quantity of wet waste is generated through the disposal of leftover food by
the students and the staff. The bulk of solid waste generated is of dry type consisting of stationary like
paper, wood and plastic.
Primary collection is done through dust bins placed throughout the campus at strategically convenient
locations and the secondary collection is done by the Municipal Corporation vehicle which visits the
campus every day. Throwing of waste in open spaces is strictly prohibited and usage of plastic bags is
discouraged within the premises of the College.
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Paper waste is generated in large quantities and the same is periodically discarded through scrap dealers for
recycling.
• Liquid waste management
The campus adopts water borne sewerage system in the campus which consists of underground network of
sewer pipes with manholes. The black waste water from WCs and also wash basins is directly discharged
in to the sewerage system which is connected to the city underground sewerage system of the Water
Supply and Sewerage Board. The sewage is ultimately treated in the sewage treatment plant of the Board
and the effluent is discharged as per pollution control board norms. The grey water from canteen, wash
area and RO plant is directed to a recycling sump and the same is used for gardening purpose.
• E-waste management
With large scale computerization, safe disposal of E-waste has become important. The various components
of E-waste encountered in the campus consists of computer systems, CRT and LED monitors, electronic
components used in the laboratories, printers etc. Outdated computer systems which are in working
condition are distributed to the constituent schools of the society for use by the school students. Computer
systems which are damaged and not in working condition, electrical and electronic instruments and
components are disposed through E-Waste scarp dealers by adopting a transparent system
7.1.6 Rain water harvesting structures and utilization in the campus
Response:
The college campus has three scientifically developed and well maintained rainwater harvesting pits
approved and registered by the local Municipal Authorities. These rain water harvesting pits are
constructed at strategic locations to divert the rain water from terrace of different blocks to these pits.
Locations of these pits are as follows:
1.PIT- 1: Situated in the western side of campus, adjacent to Workshops (Block III) covering the
entire area of Civil and Mechanical Engineering laboratories, open land near Gate 2 of the campus
etc. The approximate catchment area of this rain water harvesting pit is about 8 acre.
The size of this pit 10’ x 10’ x 7’.
1.PIT – 2: Situated in the eastern side of the campus adjacent to Football Ground covering a
catchment area of about 4 acre.
The size of this pit 10’ x 7’ x 7’
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1.PIT - 3: Behind MBA building in the south- eastern side of the campus covering a catchment area
of about 4 acre.
In addition to these rain harvesting pits the campus is having two old well maintained deep wells which
also serve as natural rain water harvesting pits. The water from these wells is utilized for watering the
plants and trees in the campus.
7.1.7 Green Practices

• Students, staff using
a) Bicycles
b) Public Transport
c) Pedestrian friendly roads
• Plastic-free campus
• Paperless office
• Green landscaping with trees and plants
Response:
In order to inculcate a responsible attitude towards preserving the environment and to impart knowledge
about Green practices, the ‘Environmental Science’ course has been introduced by Osmania University.
This course is mandatory for all branches of Engineering. Some of the course objectives of this course
are:Create awareness and impart basic knowledge about the environment and its allied problems andstudy
the different types of pollutions and their impact on environment. Some of the course outcomes of this
course are: Develop an attitude of concern for the environment, conservation of natural resources and
biological diversity and creating awareness of Green technologies for nation’s security.
As a part of the drive for promoting pollution free campus as well as a healthy lifestyle, students residing
in nearby hostels are encouraged to commute to the institute by walk or by bicycles.The college is well
connected to the various parts of city through TSRTC transportation system.Staff and students,who reside
at a longer distance from the campus, utilize this facility. A few of the students and staff use car-pool as a
means of commutation.
The Institute has well-laid demarcated pedestrian paths and roads within the campus. This allows students
and staff to commute safely on the campus.
The Institute actively discourages the use of plastic on the campus. The use of plastic in college canteens is
banned. Students and staff are sensitized to the disadvantages of using plastic through various programmes
which are conducted from time to time. In this regard, an awareness campaign on ‘Ban to the Plastic at
MJCET’was conducted as part of the “52nd Engineers Day – 2019” on 18-09-2019. In addition, ‘Say No
to Plastic’ boards are displayed at various points in the campus.All kinds of paper waste are sent for
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recycling.
Major efforts are being undertaken to prepare and maintain paperless documents. Some of these initiatives
are: Earlier, Student attendance systemwas paper-based, wherein, shortage of attendance was
communicated to the parents through post. From the past four academic years, student attendanceis
maintained completely online using 100pins.comportal. Similarly, student counselling and mentoring
system was earlier completely paper based. Recently, the ‘Online Mentoring / Counselling Application’
has been developed and implemented which has made the student counselling processcompletely online. A
major move away from paper based teaching material is the ‘Students Resource’portal which is used by
the faculty to uploadlecture notes and other learning material for the benefit of the students.Maximum
efforts are made to undertake communication between departments, staff and students through official e-
mail.
Tree plantation and maintenance is a regular practice of the institute.For this purpose,fulltime gardening
staff is employed by the Sultan ulUloom Education Society.All the lawnson the college campus are
equipped with sprinkler system and drip to reduce water wastage. In August 2019, massive tree plantation
drive was undertaken on the college campus as part of ‘One student One Plant’ initiative of Central
government and AICTE.
7.1.8 Average percentage expenditure on green initiatives and waste management excluding salary
component during the last five years
Response: 0.78
7.1.8.1 Total expenditure on green initiatives and waste management excluding salary component year-
wise during the last five years(INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
4.31 4.09 7.08 0.35 2.56
Details of expenditure on green initiatives and waste View Document

management during the last five years
7.1.9 Differently abled (Divyangjan) Friendliness Resources available in the institution:
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1.Physical facilities
2.Provision for lift
3.Ramp / Rails
4.Braille Software/facilities
5.Rest Rooms
6.Scribes for examination
7.Special skill development for differently abled students
8.Any other similar facility (Specify)
A. 7 and more of the above
B. At least 6 of the above
C. At least 4 of the above
D. At least 2 of the above
Response: C. At least 4 of the above
Resources available in the institution for View Document

Divyangjan
7.1.10 Number of Specific initiatives to address locational advantages and disadvantages during the
last five years
Response: 11
7.1.10.1 Number of specific initiatives to address locational advantages and disadvantages year-wise
2018-19 2017-18 2016-17 2015-16 2014-15
1 5 1 3 1
Number of Specific initiatives to address locational View Document

advantages and disadvantages
7.1.11 Number of initiatives taken to engage with and contribute to local community during the last
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five years (Not addressed elsewhere)
Response: 26
7.1.11.1 Number of initiatives taken to engage with and contribute to local community year-wise during
the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3 7 2 5 9
7.1.12
Code of conduct handbook exists for students, teachers, governing body, administration including
Vice Chancellor / Director / Principal /Officials and support staff
Response: Yes
URL to Handbook on code of conduct for View Document

students and teachers , manuals and brochures on
human values and professional ethics
7.1.13 Display of core values in the institution and on its website
Response: Yes
7.1.14 The institution plans and organizes appropriate activities to increase consciousness about
national identities and symbols; Fundamental Duties and Rights of Indian citizens and other
constitutional obligations
Response: Yes
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Details of activities organized to increase View Document

consciousness about national identities and symbols
7.1.15 The institution offers a course on Human Values and professional ethics
Response: Yes
Provide link to Courses on Human Values and View Document

professional ethics on Institutional website
7.1.16 The institution functioning is as per professional code of prescribed / suggested by statutory
bodies / regulatory authorities for different professions
Response: Yes
7.1.17 Number of activities conducted for promotion of universal values (Truth, Righteous conduct,
Love, Non-Violence and peace); national values, human values, national integration, communal
harmony and social cohesion as well as for observance of fundamental duties during the last five
years
Response: 15
7.1.17.1 Number of activities conducted for promotion of universal values (Truth, Righteous conduct,
Love, Non-Violence and peace); national values, human values, national integration, communal harmony
and social cohesion as well as for observance of fundamental duties year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3 3 3 3 3
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List of activities conducted for promotion of View Document

universal values
7.1.18 Institution organizes national festivals and birth / death anniversaries of the great Indian
personalities
Response:
The Institution organizes the following National Festivals and Anniversaries:
1. Independence Day & Republic Day:
Independence Day and Republic day celebrations at the institute exhibit the dedication and commitment of
the staff and students towards the nation. It is celebrated in remembrance of the national heroes who
sacrificed their lives to give an independent nation. The Sultan Ul Uloom Education Society organizes
centralized celebrations on the occasion of Independence and Republic Day. The flag hoisting is done by
the chairman of the society followed by an address to the students highlighting the importance of the
national festivals. There after the staff and students return to their respective institutions and follow their
own programs if any.
2. Teacher’s Day:
The Teacher’s day is celebrated to commemorate the Birth Anniversary of the great teacher and
philosopher Dr. Sarvepalli Radhakrishnan, who was the first vice president and second president of India.
This day is celebrated on 5th September. On this occasion the students initiate the celebrations by
honouring them and organizing functions to commemorate the occasion.
3. Engineer’s Day:
Engineer’s Day is celebrated on 15th September every year as a tribute to the great Indian Engineer,
statesman and the recipient of India’s highest civilian award the “Bharat Ratna”,
4. Dr. Abdul Kalam Innovation Day:
Dr. Abdul Kalam Innovation Day is celebrated to honour and mark the importance of the former Indian
president Dr. A P J Abdul Kalam. His remembrance through the Celebration of innovation day by
awarding the innovative ideas and projects of the students is very relevant to an engineering institution in
view of Dr. Kalam’s unstinted contributions to the field of science and technology. Distinguished guests
are invited to judge the entries of the projects and choose the best innovative projects which are then
awarded with cash prizes and certificates.
5. National Science Day:
National Science day is celebrated every year on 28th February in memory of the Dr. C.V.Raman, who
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was an Indian physicist born in the former Madras Province in India, and carried out ground-breaking work
in the field of light scattering, which earned him the 1930 Nobel Prize for Physics invention Raman Effect.
On this occasion, eminent scientists from reputed organisations are invited to deliver guest lecture on the
trending topics in the field of physics and latest technologies for faculty and students.
7.1.19 The institution maintains complete transparency in its financial, academic, administrative and
auxiliary functions
Response:
Transparency in Financial Functions
• All monetary transactions of the college are conducted through cheque or e-transfer.
• All the employee salaries are credited into their respective salary accounts in SBI, P&SB, Banjara
Hills.
• The data submitted to NIRF for the past three years is also kept in public domain on the college website
• The list of programs being run by the institution along with the prescribed fees and mode of admission
is available on the college website. The tuition fees and examination fees are remitted through the SBI e-
commerce portal.
• There is decentralization in day-to-day working and all administrative decisions. Annual Budget is
prepared by the Heads of departments.Advisor Cum Director reviews the statements and incorporates them
into the institutional budget. Management finally grants the permission to those budget statements.
Transparency in Academic Functions
• The core values of the institution like vision, mission at institutional and departmental level, program
educational objectives, program outcomes, program specific outcomes, etc., are displayed at prominent
locations like notice boards, entrance of all blocks, library, laboratories, website etc.
• The list of faculty along with their short bio-data is available on college website.
• List of facilities including laboratories and the hardware and software therein is available for every
department.
• Daily attendance as well as monthly attendance of the students is made available to the parents through
the 100pins.com messaging system.Monthly attendance is displayed on the departmental notice boards.
• The guidelines for evaluation of Class Tests, Assignments and Projects in the form of solution keys and
project rubrics are made available on Student Resources.The evaluated class tests, answer sheets and
assignments are shared with the students. The internal marks are communicated to the parents through
student counselors.
• Programs offered, prospectus and curricula are uploaded on the college website. Academic calendar,
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Course Handout, Timetables are made available to the students prior to the starting of every semester.
• Examination related notifications and circulars are displayed on the college website.
• Faculty feedback is taken periodically by an independent Feedback committee comprising of senior
faculty members. Learning materials as well as assessment tools are made available on Student resources.
Transparency in Administrative Functions
• The hierarchy of administration in the institution is clearly defined, starting from the governing body,
and is made available on the institution website.
• Transparency in Admission process is maintained. The student admissions are as per the extant State
Government rules and regulations for minority institutions.
• The Institution follows the rules, procedures and policies in recruitment and promotion as stipulated by
AICTE, Osmania University and UGC from time to time.
• Institutional level issues are discussed in the meeting of the Heads of the Departments/Sections. These
meeting are also held periodically and the MOM are circulated to all the Departments.
• The decisions taken and the issues discussed in meetings of the Heads of Departments are informed to
the faculty in the departmental meetings.
• Service and leave rules are placed in public domain.
7.2 Best Practices

7.2.1 Describe at least two institutional best practices (as per NAAC Format)
Response:
Muffakham Jah College of Engineering and Technology is a four-decade old institution which has
introduced several innovative academic and administrative practices from time to time in order to achieve
excellence in pedagogy, academic success and overall development of students. Some of the practices
which are currently in practice are described below.
Best Practice I
Title: Establishment of Sustainable Research Ecosystem
Objective: Academic research in a higher education institution benefits the students, faculty and the
institution. Sound academic fundamentals is the usual target of teaching intensive institutions, but by
imparting a research flair to the conventional academics, the students are empowered with independent
critical learning skills along with oral and written communication skills. They also gain experience of team
work which will stand in good stead during their subsequent professional career. Exposure to
contemporary research work helps the faculty members in providing experiential learning environment to
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the students. The institution benefits from the enhanced visibility in the scientific community due to
increase in the presentations and publications of the investigators.
The Context: MJCET was established in the year 1980 with undergraduate engineering courses. Graduate
courses were added between 2004 and 2013 followed by research centers leading to award of Ph. D. degree
in 5 departments between 2013 and 2017. In order to address the growing significance of research and
innovation at undergraduate level and necessity at post graduate level, the college formulated a
comprehensive strategy to establish a sustainable research ecosystem on the campus.
The first step in this direction was taken in the year 2007 by including R & D as one of the key thrust areas
in the strategic plan and establishing the R & D cell. Research funding was one of the critical areas which
had to be addressed in the initial stage. A beginning was made by providing a budget of Rs. 1 lakh in 2007
for ‘seed funding’ of R & D projects. The next challenge was to convince the faculty and students at large
to formulate projects for funding from the R & D cell. For this purpose, faculty members with inclination
towards research were identified and motivated to avail seed funds by formulating projects in association
with interested students. The guidelines for grant of funds were periodically tweaked in order to sustain R
& D activities in the campus.
The Practice: Up to 2005, the pedagogy was heavily oriented towards ‘teaching’ with hardly any research
culture. Five UG programs were accredited by NBA in 2002 during which lack of research orientation was
stated as one of the weaknesses by the expert committee. Except for some isolated efforts by individual
faculty members and students, there was no organized research activity in the campus till 2007. At this
stage, external funding was scarce and difficult to get as the faculty and students did not have resources
needed to undertake preliminary work for project formulation.
The R & D cell was established in 2007 with a budget of Rs. 1 lakh for providing seed fund to R & D
projects conceived by the faculty-student teams. It was immaterial whether the projects were student-
conceived or faculty-generated; the end result was a win- win situation for the students, faculty and the
institution.
The R & D cell has a committee consisting of a chairperson, convener and 10 members. The convener calls
for research proposals from the student-mentor teams during the months of July-August every year. The
investigators are required to present their research proposal to the R & D cell members and answer the
queries satisfactorily.
A project proposal is approved if it leads to one of the following outcomes:
Publication in a Journal or conference

patent or copyright
Contribution towards new knowledge base
Belongs to the thrust areas notified by department/institution/university/state government/central
government
Results in a working model of a new or existing complex product / process / system
On approval of the project, the sanctioned budget is released in the name of the faculty mentor and the
team is given a time frame of one academic year to complete the work. After completion, the mentor is
required to submit a closure report and demonstrate the working of the project to the R & D team.
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Evidence of Success: The success achieved in establishing a sustainable research ecosystem can be
evidenced from the following facts:
1.The R & D cell started functioning from 2007. During the last 12 years it has not only sustained but
has grown from strength to strength.
2.The R & D budget has been steadily increased year after year from Rs. 1 lakh in 2007 to Rs. 15
lakhs in 2019.
3.The quality of projects has improved year over year. From 2016 more and more interdisciplinary
projects are being approved
4.On an average 10-15 projects are approved every year
5.The number of applications for funding have been steadily increasing
6.Grant of patent for the invention titled ‘SOLAR POWERED SPINNING WHEEL’ for 20 years
from October 2014
7.Establishment of Institution Innovation Council in 2018
8.Establishment of Incubation cell ‘MJ HUB’ in 2018
9.Registration of 4 start-ups under MJ HUB.
Problems encountered and Resources Required: In the initial stages of promotion of research activities,
the R & D cell had to contend with faculty reluctance and student ignorance. Sustained efforts had to be
made in order to create awareness about R & D cell and the available funding. Workshop was organized in
order to familiarize the students and faculty with the process of preparation of research proposal and
budget estimation. Another difficulty faced by the investigators pertains to aligning of project timelines
with academic calendar. The resources required were space for R & D laboratory and financial funding.
Best Practice II
Title: Incentivisation of Faculty Professional advancement
Objective: Faculty competence is an important prerequisite for the overall growth of an institution of high
learning. Competence can be measured in terms of several indicators like qualification, research,
publications, consultancy, mentoring, societal contribution, knowledge dissemination, networking etc.
Prior to 2006 many colleges, including MJCET, had quite a few B.E. graduates as teaching staff. Even
though this faculty delivered satisfactory performance in the class room, they were found wanting in
discharge of other professional responsibilities of a teacher. In this scenario, all perspective plans approved
by governing council since 2007 focused on faculty development as one of the major thrust areas in order
to attain excellence. The following indicators were identified in the perspective plans:
Qualification improvement
Publications in journals and conferences
Participation in refresher courses, FDPs, etc.
Research
Knowledge dissemination and networking
Context: Prior to 2006 the minimum faculty qualification at entry level was a Bachelor’s degree. Owing
to shortage of post graduates opting for teaching career, colleges were forced to appoint candidates with
B.E. degree as teaching staff. Only few faculty members possessed Ph. D. qualification and faculty with
M.E. degree had the opportunity of moving up the career ladder even up to the rank of a professor. In these
circumstances, MJCET was constrained in starting post graduate programs and establishing research
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centers.
With the advent of globalization and the rapid growth of service industry under the new economy sector,
the faculty had to contend with the task of acquiring additional attributes in order to ensure that the
institution remained in the reckoning for excellence. This called for devising a comprehensive scheme for
faculty development.
One of the challenges faced in implementation of the perspective plan on faculty development, in the
absence of mandatory regulations by statutory bodies, was to motivate the faculty to improve
qualifications, undertake research and publish papers. The other challenge was to improve networking
leading to collaboration with peers to familiarize themselves with the latest trends in their areas.
The Practice: The strategic development plan of 2007 identified faculty development as a thrust area for
realizing the vision of creating brand name ‘MJCET’ at state and national level. Subsequent to the
approval of the strategic development plan, the following guidelines were adopted in order to achieve the
target.
Qualification improvement: In order to facilitate faculty members with B.E. qualification to

obtain M.E. degree and those with M.E. qualification to obtain Ph. D. degree, a comprehensive
scheme for grant of study leave / sabbatical leave was implemented in 2008. Under this scheme
faculty members pursuing M.E. under SSS scheme were given study leave in extension of their
summer vacation. Faculty members pursuing M.E. course from IIT or NIT were given one year of
study leave. Those pursuing M.E. in part-time were given leave for the period of their
examinations.
In 2011, approval was granted to the scheme for grant of 3 years study / sabbatical leave to employees
pursuing full time Ph. D. from IITs.
As an incentive for qualification improvement, faculty members acquiring M.E. degree were awarded two
advance increments or benefit of 2 years of service for promotions. After all faculty members acquired
M.E. degree this scheme became redundant. Faculty members acquiring Ph.D. degree are sanctioned a
special allowance of Rs. 5000 per month.
Knowledge dissemination and Networking: Faculty members are encouraged to deliver guest
lectures, organize knowledge transfer programs, act as resource persons and chair conference and
seminar sessions in other institutions. Special leave is granted for this purpose. The importance of
membership in professional societies was understood and a scheme was formulated under which
every faculty member with more than 2 years of service was eligible to claim reimbursement for
paying life membership fee in professional societies relevant to their specialization. Apart from
this, the annual membership fee for faculty advisors of IEEE is also paid by the institution.
Participation in refresher courses, FDPs, Seminars, Conference and Publications in Journals

and Conferences: Detailed guidelines were formulated and notified in the year 2008. Under the
scheme, faculty members presenting in conferences and seminars are eligible to avail a maximum
of Rs. 5000 per year towards registration fee in addition to TA and DA.
For attending conferences/seminars/workshops faculty members can avail a maximum of Rs. 3000 per year
towards registration fee in addition to TA and DA.
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Research: In order to encourage faculty members to undertake research, they were allowed to avail
the R & D grants from the college by formulating their projects in association with a student team.
The R & D cell also provides necessary assistance to the faculty members who apply for external
funding from AICTE or DST and other similar organizations.
All the schemes mentioned above have been successfully implemented from 2007-2008 and have yielded
excellent results by helping faculty professional advancement.
Evidence of Success: The success of the schemes implemented for faculty professional advancement can
be demonstrated from the following statistics:
1.All teaching staff members today possess M.E. qualification. From 2008 to 2011, 19 faculty
members availed the benefits to obtain M.E. degree
2.Faculty with Ph. D. qualification has improved from 19 in 2007 to 51 in 2019. A total of 54 faculty
members obtained Ph. D. after implementation of the scheme.
3.The number of professors increased from 13 in 2007 against the requirement of 28 (53%
deficiency) to 26 in 2019 against the requirement of 22 (18% excess)
4.From 2007 to 2019, 106 faculty members have become members of various Professional bodies by
availing the scheme.
5.Participation in seminars / conferences / workshops /refresher courses increased from 71 in 2011 to
106 on an average between 2015 and 2019
6.Publications in journals and conferences increased from 20 in 2011 to 119 in 2019
7.Active participation in R & D projects by faculty – student teams has resulted in a patent being
granted for ‘solar Powered Spinning Wheel’ in 2014.
8.Faculty members are imparting training in specialized areas like VLSI, Network design, IoT in
local, national and international organizations.
9.Computer literacy in faculty has improved which resulted in extensive use of ICT facilities.
Best Practice III
Title: Benchmark Testing
Objective: Monitoring of student academic progress is a vital ingredient of pedagogic process, more so in
case of outcome based education system, in which the teacher uses student performance data in order to
assess the learning levels of the students. Benchmark testing was introduced in the year 2018-2019 for I
year students in order to help the teacher in quick identification of the students who are not meeting the
course outcomes. Paying extra attention to such students has improved individual performance and
eventually improved the overall pass percentage at first year level.
The Context: Academic performance has been consistently good since the inception of the college. The
overall success rate with reference to intake has been around 85% over the years. The pass percentage of
fourth year has been around 95%. However, in the first year, the pass percentage has been usually in the
range of 40-60% as the students took time to get acclimatized to the pedagogic practices of a professional
course. With the implementation of benchmark testing in the first year, the students now have an
opportunity of periodic self-assessment to know the level of learning attained by them. Based on the
benchmark scores, they can indulge in additional hours of self-study in weak areas or attend remedial
classes in order to improve themselves. The practice has been found to help the students in overcoming
their weakness in specific subject areas.
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The Practice: Under the CBCS scheme implemented by the University in 2016, Continuous Internal
Evaluation has been introduced. The CIE consists of two internal tests, 2 assignments and one quiz. These
assessments are spread across the 16 weeks of contact during a semester. It is desirable that a more
frequent assessment be done in order to help both the teacher and the student to take corrective steps to
improve the performance. With this in view, the benchmark test practice was introduced in the first year on
a trial basis in order to assess its impact on the results.
Under the scheme, three benchmark tests are scheduled for each theory course. The schedule of benchmark
tests is released in the beginning of the semester. The teacher conducts the test after specifying the topics.
It is not necessary to include the whole unit in the benchmark test. Most of the times, the application aspect
is stressed in the benchmark test.
Evidence of Success: After implementation of the benchmark test for the first year in 2018-2019, the
results have improved substantially.
Problems encountered and resources required: Since the benchmark tests do not contribute towards the
CIE marks, many students did not take them seriously in the initial stages. However, after the first internal
assessments they realized that those who took the benchmark tests were more successful in the internal
assessment. After this realization, the attendance has improved and now about 90% of the class takes the
benchmark tests.
Conducting the benchmark tests was an additional workload for the faculty. However, the faculty
implemented the scheme enthusiastically after realizing that the additional efforts fall within the 40 hours
per week of workload.
7.3 Institutional Distinctiveness

7.3.1 Describe/Explain the performance of the institution in one area distinctive to its vision, priority
and thrust
Response:
MJCET envisions contributing high calibre engineers for building a modern society. This vision can be
achieved by attaining excellence in imparting education by adopting coherent and judiciously coordinated
curricular and co-curricular programs. Prolific faculty and supportive infrastructure are the other building
blocks of the comprehensive strategy for realizing the institutional vision.
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The strategic development plan, prepared every three years since 2007, has also rightly included the above
building blocks amongst the major thrust areas. It is therefore justified to say that the institution has
consistently accorded priority to pedagogy, faculty development and infrastructure upgradation in the run
up to realize the vision of producing high calibre engineers.
Pedagogy: Effective teaching-learning processes have always been the forte of MJCET since its inception.
In the recent past, adoption of Outcome Based Education (OBE) system in the year 2014 is a major
milestone in pedagogical evolution. The following are the highlights of OBE as implemented in MJCET:
Established hierarchal academic system consisting of Program Coordinator, Module coordinator,

course advisor and course coordinator.
Defined Course outcomes for all theory, laboratory, seminar and project courses.
Mapped the course outcomes to the programme outcomes and programme specific outcomes
Established methodology for assessment of COs and POs through direct and indirect assessment
tools.
Developed an online assessment matrix for continuous monitoring of CO attainment
Introduced ‘out-of-curriculum’ content in order to provide exposure to emerging technologies and
certification by professional bodies.
Encouraged experiential learning through mini projects, R & D projects and funding for
competitions like SAE BAJA, ROBOCON etc.
Proactively pushed curriculum reforms in BOS for introduction of new courses based upon
deficiencies in PO-Courses mapping.
Introduced ‘student resources’ link on the college website for uploading course related resources
by the faculty.
Adopted ICT for effective curriculum delivery.
Prolific Faculty: Faculty profile is one of the contributing factors in producing high calibre graduates. The
college has formulated policies and guidelines from time to time with a focus on hiring accomplished
individuals and improving the quality of the existing faculty. Some of the initiatives taken to improve the
faculty profile are:
Encouraged faculty to improve qualification from B.E. to M.E. and M.E. to Ph. D. Incentives in the
form of study leave, special leave for examinations, advance increments for acquiring M.E. and
special allowance on acquiring Ph. D. have been sanctioned.
Encouraged faculty to publish research papers in UGC recognized journals, seminars and
conferences and attend FDPs by providing sponsorship to cover the fees, TA and DA.
Encouraged faculty to become life members of professional institutions by sponsoring the
membership fees.
Encouraged faculty to undertake research by sanctioning projects from R & D cell budget
Encouraged the faculty to update themselves by enrolling in NPTEL certification courses.
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Inculcated competitiveness and accountability by introducing a comprehensive faculty appraisal

system.
Supportive Infrastructure: The College regularly earmarks a part of the budget for augmenting and/or
upgrading infrastructure. Apart from creating new facilities to meet academic, administrative and service
related demands, upgradation and modernization of existing laboratory and computing equipment is also
undertaken. Modernization of the class rooms and seminar halls is also undertaken periodically. Some of
the recent initiatives are as follows:
Established a 30 seater ‘Centre for Smart Learning’ equipped with ‘All-in-one’ computers, 75”
smart board, audio-video facilities for self- learning.
Established a 60 seater ‘ Centre for Innovative Computing’ equipped with ‘All-in-one’ computers
with audio-video facilities for advanced computing needs and conduct of training programs.
Established a modern 60 seater modular computer centre exclusively for teaching ‘Engineering
Graphics’ and drafting/drawing courses in Civil and Mechanical Engineering. The lab has ‘lecture-
broadcast’ feature in which a lecture session can be viewed simultaneously in all the three sections
of the laboratory.
Established IoT Lab in ECED in collaboration with ‘Standards Work Group’ of IEEE Hyderabad.
Established PCB Lab in ECED for fabrication of PCB
Established ‘Student Activity Centres’ in Civil, Mechanical and ECE for students to undertake
design and fabrication of projects.
Upgrading of computers is undertaken every year so as to equip the laboratories with the systems of
latest configuration.
All the class rooms and seminar halls are provided with ICT facilities.
Distinctive Outcomes
1.From being an undergraduate college till 2004, MJCET is today offering five PG courses and has
research centres in five departments where 69 research scholars are pursuing Ph. D. degree.
2.The results of the outgoing batch have been consistently good and an average of 85% of the
admitted students graduate within four years.
3.The academic performance is noteworthy with 50-60% graduates passing with distinction and
25-35% in first class.
4.Students of MJCET corner a large percentage of ranks in the top 10 university merit list. In 2018
they secured 35 ranks amongst all the affiliated colleges. The university toppers in CSE, ECE, IT
and production engineering belonged to MJCET.
5.At the national level, the college was placed in the 150-200 band by NIRF. All India ranks
accorded by national level news magazines for 2019 are: 42nd by The Week, 52nd by The Outlook,
47th by The Time Daily and 28th by India Today.
6.The college has over 15 registered chapters of various professional societies and 5 local clubs.
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These chapters organize various annual events and participate in national and state level
competitions. Awards have been won in quite a few of the events.
7.About 26% of the faculty possess Ph. D. degree and 44% are pursuing it. There are 26 professors
on roll which is more than the 22 professors required as per AICTE norms.
8.The faculty actively participates in professional development activities. They have published over
59 papers and 66 papers in SCOPUS indexed journals and conference proceedings respectively.
They have participated in about 127 FDPs in the last year.
9.Every year 10-15 faculty-student teams undertake research projects from the funds sanctioned by R
& D cell
10.‘Solar Powered Spinning Wheel’ has been granted patent in 2014.
11.The Institute Innovation Council and Incubation Cell have registered 4 start ups so far.
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5. CONCLUSION
Additional Information :
Some the distinctive features of MJCET which have contributed towards successful growth are as follows:
The college has an excellent track record of academic performance in the form of an average graduation
percentage of 85 and a good number of ranks in the university top 10 merit list.
The college awards gold medals to the top rankers of all B.E. and M. E. courses. Silver medals are
awarded to the next two toppers.
A unique feature is ‘regular student award’ given in the form of a silver medal to all the students with
95% and above attendance.
The NPTEL local chapter encourages and guides faculty and students in the process of identification,
registration and online certification.
The college provides unstinted support and encouragement to student professional chapters and local
clubs. Along with financial support infrastructural support is provided in the form of three activity
centers with facilities for designing and fabricating working models.
The College is utilizing the 100pins.com portal for posting attendance online. The system is tuned to
provide SMS service to the parents informing them about the daily attendance of student.
The college has designed and made functional an on-line mentoring portal for effective management of
mentoring and counseling services. The portal provides a seamless connectivity between parent-student-
mentor-teacher-HOD-Dean-Psychologist through SMS and e-mail service.
The college has developed a ‘Student Resources’ link on the official website which is utilized by
individual faculty members to upload relevant material like course handouts, teaching schedules,
assignments, lecture notes, presentations, and assessment matrix which can be accessed by the students
from anywhere.
The college has an active E-Cell (Entrepreneurship Cell) which has won several national awards in the
E-week competition held by NEN sponsored by Wadhwani Foundation. As part of the activities
students visit schools and spread awareness about innovation and entrepreneurship and organize
seminars and talks on the subject.
Patent has been granted in 2014 to one of the R & D project with the title ‘Solar Powered Spinning
Wheel’. Application for grant of patent to three other innovations of the R & D has been filed.
Concluding Remarks :
MJCET is a 38 year old affiliated institution offering courses leading to B.E., M. E. and Ph. D. degree of
Osmania University. The institute has a well framed vision and mission statement which is compatible with the
present national and global societal needs.
A decentralized and participative management system is followed in which all the employees develop a feeling
of ownership and strive to achieve the institutional vision. The governance system comprises of BoG,
Governing Council, Principal and Deans who are assisted by HODs, Associate HODs, Coordinators and
Chairpersons of the various committees in the decision making process. Delegation of power with
accountability has led to the establishment a robust academic framework which is important for effective
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governance and institutional growth.
The institution has adopted OBE system in 2014. Academic audit is carried out every semester through the
PAC, AAC and DAB.
The institution regularly prepares strategic development plan to identify thrust areas for attainment of the vision
and goals. Policies are notified and implemented in order to provide the necessary stimulus at the grass root
level. Some of the thrust areas targeted in the last decade are faculty development, R & D, Placements, PG
Courses and Research Centers, Infrastructure and facilities extension, administrative reforms etc. While many
of the targets have been fully met, few have been partially met.
The outcome of the strategic development initiatives is reflected in the overall development and growth
witnessed since the inception of the college. Today, the college is well known in Telangana for delivering a
holistic education system consisting of good academics, state of the art infrastructure, internship and industry
interaction, self-learning opportunities, proactive professional chapters providing an extensive range of co-
curricular activities, participation in national competitions, Research and innovation opportunities etc. The
features cater to the comprehensive development of the students and also play a significant role in the
perceptive ranking of the institution amongst the stakeholders.
The Institute has been ranked in the 150-200 band by NIRF and has consistently been ranked very well in the
various national magazine surveys for ranking of engineering colleges in the country.
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6.ANNEXURE
1.Metrics Level Deviations
Metric ID Sub Questions and Answers before and after DVV Verification
1.1.2 Number of certificate/diploma program introduced during the last five years
1.1.2.1. Number of certificate/diploma programs introduced year-wise during the last five
years
Answer before DVV Verification:
2018-19 2017-18 2016-17 2015-16 2014-15
1 0 3 3 1
Answer After DVV Verification :

2018-19 2017-18 2016-17 2015-16 2014-15
0 0 1 2 0
1.2.1 Percentage of new Courses introduced out of the total number of courses across all Programs offered
during last five years
1.2.1.1. How many new courses are introduced within the last five years
Answer before DVV Verification : 115
Answer after DVV Verification: 66
1.2.3 Average percentage of students enrolled in subject related Certificate/ Diploma programs/Add-on
programs as against the total number of students during the last five years
1.2.3.1. Number of students enrolled in subject related Certificate or Diploma or Add-on programs
year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
59 0 129 104 55

2018-19 2017-18 2016-17 2015-16 2014-15
0 0 19 87 0
1.3.2 Number of value added courses imparting transferable and life skills offered during the last five years
1.3.2.1. Number of value-added courses imparting transferable and life skills offered during the
last five years
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1.3.3 Percentage of students undertaking field projects / internships
1.3.3.1. Number of students undertaking field projects or internships

2.1.2 Average Enrollment percentage
(Average of last five years)
2.1.2.1. Number of students admitted year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
1016 972 1006 990 958

2018-19 2017-18 2016-17 2015-16 2014-15
599 591 602 593 586

2.1.2.2. Number of sanctioned seats year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
1038 1038 1038 1038 1038

2018-19 2017-18 2016-17 2015-16 2014-15
882 882 882 882 882
2.3.3 Ratio of students to mentor for academic and stress related issues
2.3.3.1. Number of mentors

Remark : DVV made the changes as per list of mentor for 2018-19 provided by HEI. DVVhas
counted one mentor once for a year. DVV has not considered list of mentor for 2019-20.
2.4.2 Average percentage of full time teachers with Ph.D. during the last five years
2.4.2.1. Number of full time teachers with Ph.D. year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
62 58 62 58 52
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2018-19 2017-18 2016-17 2015-16 2014-15
62 58 62 58 52
2.4.4 Percentage of full time teachers who received awards, recognition, fellowships at State, National,
International level from Government, recognised bodies during the last five years
2.4.4.1. Number of full time teachers receiving awards from state /national /international level
from Government recognised bodies year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
1 5 1 0 1

2018-19 2017-18 2016-17 2015-16 2014-15
0 2 0 1 1
Remark : DVV made the changes as per award letters of 5th ASDF Global Award 2015,
Association of Scientist, Devoloper and Faculties for 2015-16 provided by HEI.
3.2.2 Number of workshops/seminars conducted on Intellectual Property Rights (IPR) and Industry-
Academia Innovative practices during the last five years
3.2.2.1. Number of workshops/seminars conducted on Intellectual Property Rights (IPR) and

Industry-Academia Innovative practices year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
3 0 0 0 0

2018-19 2017-18 2016-17 2015-16 2014-15
1 0 0 0 0
3.3.4 Number of research papers per teacher in the Journals notified on UGC website during the last five
years
3.3.4.1. Number of research papers in the Journals notified on UGC website during the last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
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33 11 11 3 1

2018-19 2017-18 2016-17 2015-16 2014-15
31 11 11 3 1
3.4.2 Number of awards and recognition received for extension activities from Government /recognised
bodies during the last five years
3.4.2.1. Total number of awards and recognition received for extension activities from
Government /recognised bodies year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
0 0 2 2 2

2018-19 2017-18 2016-17 2015-16 2014-15
0 0 1 0 1
3.4.3 Number of extension and outreach Programs conducted in collaboration with Industry, Community
and Non- Government Organizations through NSS/ NCC/ Red Cross/ YRC etc., during the last five
years
3.4.3.1. Number of extension and outreach Programs conducted in collaboration with Industry,
Community and Non- Government Organizations through NSS/ NCC/ Red Cross/ YRC etc., year-
2018-19 2017-18 2016-17 2015-16 2014-15
13 18 7 10 10

2018-19 2017-18 2016-17 2015-16 2014-15
10 13 2 4 9
3.4.4 Average percentage of students participating in extension activities with Government Organisations,
Non-Government Organisations and programs such as Swachh Bharat, Aids Awareness, Gender
Issue, etc. during the last five years
3.4.4.1. Total number of students participating in extension activities with Government

Organisations, Non-Government Organisations and programs such as Swachh Bharat, Aids
Awareness, Gender Issue, etc. year-wise during the last five years
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2018-19 2017-18 2016-17 2015-16 2014-15
2220 973 325 482 415

2018-19 2017-18 2016-17 2015-16 2014-15
2300 612 225 2370 777
Remark : DVV made the changes as per report of extension activities provided by HEI. Provided
report of Lantern festival (Entrepreneurship Awareness campaign) for 2014-15, Drainage system, R
O Plant, Play Ground Development for 2017-18 and car rally for entrepreneur awareness, Start up
India van has not reflect number of students participating.
3.5.1 Number of linkages for faculty exchange, student exchange, internship, field trip, on-the-job training,
research, etc during the last five years
3.5.1.1. Number of linkages for faculty exchange, student exchange, internship, field trip, on-the-
job training, research, etc year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
204 3 8 5 7

2018-19 2017-18 2016-17 2015-16 2014-15
203 3 48 4 7
4.1.4 Average percentage of budget allocation, excluding salary for infrastructure augmentation during the
last five years.
4.1.4.1. Budget allocation for infrastructure augmentation, excluding salary year-wise during the
last five years (INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
195 206 230 183 187

2018-19 2017-18 2016-17 2015-16 2014-15
191 170 175 111 142
4.2.4 Average annual expenditure for purchase of books and journals during the last five years (INR in
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Lakhs)
4.2.4.1. Annual expenditure for purchase of books and journals year-wise during the last five
years (INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
22 27 37 33 30

2018-19 2017-18 2016-17 2015-16 2014-15
10.2 10.7 15.5 13.3 14.0
Remark : DVV made the changes as per Expenditure on the purchase of books and Expenditure on
the purchase of journals duly signed by Account Officer.
4.2.6 Percentage per day usage of library by teachers and students
4.2.6.1. Average number of teachers and students using library per day over last one year
Remark : DVV has made the changes as per average of students using library per day on
5/04/2019, 16/04/2019, 17/04/2019, 18/04/2019 and 20/04/2019.
4.4.1 Average Expenditure incurred on maintenance of physical facilities and academic support facilities
excluding salary component, as a percentage during the last five years
4.4.1.1. Expenditure incurred on maintenance of physical facilities and academic support

facilities excluding salary component year-wise during the last five years (INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
471 501 571 497 439

2018-19 2017-18 2016-17 2015-16 2014-15
260 290 290 275 203
5.1.1 Average percentage of students benefited by scholarships and freeships provided by the Government
5.1.1.1. Number of students benefited by scholarships and freeships provided by the Government
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2018-19 2017-18 2016-17 2015-16 2014-15
1785 1803 1707 1692 1735

2018-19 2017-18 2016-17 2015-16 2014-15
1785 1803 1706 1691 1735
Remark : Sanction letters of Central Government Merit cum Means scholarship for 2015-16 and
2016-17 not provide by HEI.
5.1.2 Average percentage of students benefited by scholarships, freeships, etc. provided by the institution
besides government schemes during the last five years
5.1.2.1. Total number of students benefited by scholarships, freeships, etc provided by the
institution besides government schemes year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
11 12 11 5 7

2018-19 2017-18 2016-17 2015-16 2014-15
11 12 11 4 7
Remark : DVV made the changes as per number of students benefited by SUES Employees' 50%
Tuition Fee Concession Scheme for 2015-16 provided by HEI.
5.1.5 Average percentage of students benefited by Vocational Education and Training (VET) during the
last five years
5.1.5.1. Number of students attending VET year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
787 836 563 953 1022

2018-19 2017-18 2016-17 2015-16 2014-15
44 18 41 162 190
5.3.1 Number of awards/medals for outstanding performance in sports/cultural activities at national /

international level (award for a team event should be counted as one) during the last five years.
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5.3.1.1. Number of awards/medals for outstanding performance in sports/cultural activities at

national/international level (award for a team event should be counted as one) year-wise during the
last five years
2018-19 2017-18 2016-17 2015-16 2014-15
7 8 10 8 11

2018-19 2017-18 2016-17 2015-16 2014-15
0 1 0 0 0
Remark : DVV made the changes certificate of Gold Medal - Weight Lifting - Telangana for
2017-18 provided by HEI. DVV has not considered award received from inter college , inter
university.
6.3.2 Average percentage of teachers provided with financial support to attend conferences/workshops and
towards membership fee of professional bodies during the last five years
6.3.2.1. Number of teachers provided with financial support to attend conferences / workshops and
towards membership fee of professional bodies year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
42 39 69 58 52

2018-19 2017-18 2016-17 2015-16 2014-15
35 38 58 52 49
6.3.3 Average number of professional development /administrative training programs organized by the
institution for teaching and non teaching staff during the last five years
6.3.3.1. Total number of professional development / administrative training programs organized

by the Institution for teaching and non teaching staff year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
5 3 7 4 10

2018-19 2017-18 2016-17 2015-16 2014-15
3 2 2 0 4
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Remark : DVV has not considered report of IEEE CAS Workshop for 2015-16 and CAS
membership development workshop for 2016-17.
6.3.4 Average percentage of teachers attending professional development programs viz., Orientation
Program, Refresher Course, Short Term Course, Faculty Development Program during the last five
years
6.3.4.1. Total number of teachers attending professional development programs, viz., Orientation
Program, Refresher Course, Short Term Course, Faculty Development Programs year-wise during the
last five years
2018-19 2017-18 2016-17 2015-16 2014-15
63 45 77 45 65

2018-19 2017-18 2016-17 2015-16 2014-15
55 32 67 32 52
6.5.3 Average number of quality initiatives by IQAC for promoting quality culture per year
6.5.3.1. Number of quality initiatives by IQAC for promoting quality year-wise for the last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
14 11 10 10 12

2018-19 2017-18 2016-17 2015-16 2014-15
11 10 10 9 9
6.5.4 Quality assurance initiatives of the institution include:
1. Regular meeting of Internal Quality Assurance Cell (IQAC); timely submission of Annual
Quality Assurance Report (AQAR) to NAAC; Feedback collected, analysed and used for
improvements
2. Academic Administrative Audit (AAA) and initiation of follow up action
3. Participation in NIRF
4. ISO Certification
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5. NBA or any other quality audit
Answer before DVV Verification : B. Any 3 of the above

Answer After DVV Verification: C. Any 2 of the above
Remark : DVV has not considered mail copy.
7.1.8 Average percentage expenditure on green initiatives and waste management excluding salary
component during the last five years
7.1.8.1. Total expenditure on green initiatives and waste management excluding salary component
year-wise during the last five years(INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
0.6833 1.4542 3.8097 0.9025 0.6320

2018-19 2017-18 2016-17 2015-16 2014-15
4.31 4.09 7.08 0.35 2.56
Remark : DVV made the changes as per expenditure on gardening and waste management duly
signed by accounts officer.
7.1.10 Number of Specific initiatives to address locational advantages and disadvantages during the last five
years 7.1.10.1. Number of specific initiatives to address locational advantages and disadvantages
2018-19 2017-18 2016-17 2015-16 2014-15
1 6 1 3 1

2018-19 2017-18 2016-17 2015-16 2014-15
1 5 1 3 1
7.1.11 Number of initiatives taken to engage with and contribute to local community during the last five
years (Not addressed elsewhere)
7.1.11.1. Number of initiatives taken to engage with and contribute to local community year-wise
2018-19 2017-18 2016-17 2015-16 2014-15
3 7 2 6 9
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2018-19 2017-18 2016-17 2015-16 2014-15
3 7 2 5 9
2.Extended Profile Deviations

ID Extended Questions
1.1 Number of courses offered by the institution across all programs during the last five years
Answer after DVV Verification : 784
2.3 Number of outgoing / final year students year-wise during the last five years

2018-19 2017-18 2016-17 2015-16 2014-15
891 873 917 937 896
Answer After DVV Verification:

2018-19 2017-18 2016-17 2015-16 2014-15
888 880 903 873 908
3.2 Total Expenditure excluding salary year-wise during the last five years ( INR in Lakhs)

2018-19 2017-18 2016-17 2015-16 2014-15
685 670 758 695 600
Answer After DVV Verification:

2018-19 2017-18 2016-17 2015-16 2014-15
683.43 785.37 301.89 907.15 745.22
Page 130/130 27-12-2019 02:58:57
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Self Study Report of MUFFAKHAM JAH COLLEGE OF ENGINEERING AND TECHNOLOGY

SELF STUDY REPORT

1st CYCLE OF ACCREDITATION

MUFFAKHAM JAH COLLEGE OF ENGINEERING AND

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

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1.2 Strength, Weakness, Opportunity and Challenges(SWOC)

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1.3 CRITERIA WISE SUMMARY

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Teaching-learning and Evaluation

Research, Innovations and Extension

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Infrastructure and Learning Resources

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Student Support and Progression

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Governance, Leadership and Management

Institutional Values and Best Practices

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Name MUFFAKHAM JAH COLLEGE OF

Address Mount Pleasant, 8-2-249 to 267, Road No. 3,

Contacts for Communication

Designation Name Telephone with Mobile Fax Email

Principal(in- N 040-23280301 9849455423 040-2335342 principal@mjcolle

Professor Ashfaque 040-23280307 9246292205 040-2328030 ashfaquejafari@mj

Status of the Institution

Institution Status Self Financing

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Recognized Minority institution

If it is a recognized minroity institution Yes

If Yes, Specify minority status

Religious Muslim Minority

Date of establishment of the college 01-12-1980

State University name Document

Telangana Osmania University View Document

Details of UGC recognition

Under Section Date View Document

2f of UGC 08-05-2019 View Document

12B of UGC 08-05-2019 View Document

Details of recognition/approval by stationary/regulatory bodies like

Statutory Recognition/App Day,Month and Validity in Remarks

AICTE View Document 29-04-2019 12

Does the affiliating university Act provide for No

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Is the College recognized by UGC as a College No

Is the College recognized for its performance by No

Location and Area of Campus

Campus Type Address Location* Campus Area Built up Area in

Main campus Mount Pleasant, 8-2-249 to Urban 22 27520

2.2 ACADEMIC INFORMATION

Programme Name of Pr Duration in Entry Medium of Sanctioned No.of

UG BE,Civil 48 Intermediate English 120 120

UG BE,Compute 48 Intermediate English 120 120